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AUTHOR: 


HALE,  WILLIAM 


TITLE: 


THE  ART  OF 
READING  LATIN 


PLACE: 


BOSTON 


DA  TE : 


1887 


COlXIMin A  UN  1  Vi:RSITY  LIHRARIUS 
PRl-Sl-RVAiiON  Din'ARTMIiNT 

ill  ILUJIC  llA  IZlilOdiQUI 


Master  N 


egalive  # 


.^1:^02>5-1^S 


I 


877 .07 

H136 


Hale,  William  Gardner,  1^49 192^. 

The   art  of  reftdini^   L;itiri:   !if)\v   to  teach   it. 

Gardner  liaie  ...    l]u:3ton,  Gmn  &  co.,  1887. 

7t  |i     in^». 


By  William 


G4G.C2 
Z 


Another  copy, 


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Gift  of 

President 
Nicholas  Miirrav  Butler 

J  ^9  3  *"/ 


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Fi-«i'%-«'i-^<|'?<|'!«l 


in»>tv-H,i>t'oJ 


Bl/TLER 


':t»'!«?«^«:«u^ 


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5l?e 


/irt  of  l^eadipi^  latip 


W.  G.  Hale 


GiNN  &  Company 


I" 


Contents 


1  Hale,  W.  a.   Art  of  reading  Latin.   188^ 


r.yy'i'y 


2  Bryce,   Hon.   James.     Recollections  of 

Gladstone. 

3  Hofmann,  A.  7/.  Question  of  a  division 

of  the  philosophical  faculty.  1883. 


Curry,  Hon.  J.  L.  M.  Principles,  acts, 
and  utterances  of  John  C.  Calhoun, 
promotive  of  the  true  union  of  the 
States.   1898. 


'-I        .  * 


/ 


't*~'^ 


/, 


r^^. 


THE 


v-^ 


Art  of  IvEADING  Latin 


HOW  TO   TEACH   IT. 


«   c 


•    f        t 


•    •«•  V   > 


BY 


WILLIAM  GARDNER  HALE, 

PBOrES80R  OF  LATIN  IN  CORNELL  UNIVERSITY 


BOSTON: 

PUBLISHED  BY  GINN  &  CO, 

1887. 


/ 


r## 


PREFACE. 


■*o*- 


•  •  • 


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•  •  »  ♦  .  ^1 
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•  • 


•  «  •    ..  • 


.« • 


I  dedicate  this  paper  to  John  Williams  White  and 

James  B.  Grkenough,  to  the  influence  of  whose 

methods  of  teaching  any  welcome  that  may 

he  given  it  will  he  in  good  part  due. 


GIFT  OF 
P«J5S!DENT  N.  M.  BUTT-BI^ 


NOV  26  1937 


Copyright,  1887,  by  William  GARi>NEn  Halb. 
Electrotyped  by  J.  S.  Gushing  dt  Co.y  Boston. 

SI']  .01 


*» 


f 


'  i  IHE  method  of  teaching  herein  advocated  started, 
i-  many  years  ago,  from  a  desire  to  know  Latin 
Uterature,  and  an  impatience  with  the  actual  amount 
of  reading  power  attained  by  a  college  course.  At 
the  outset  there  existed  a  conviction  that  the  modern 
mind  could  not  be  so  degenerate  as  to  be  incapable 
of  reading  Latin  as  the  Eomans  read  it,  that  is  to 
say,  in  the  Eoman  order,  in  the  Koman  medium,  and 
at  a  rate  of  speed  which  would  not  be  intolerably  slow 
in  the  reading  of  a  modern  tongue.  The  nature  of  the 
aim  dictated  the  method  to  be  employed  ;  and  the  em- 
ployment of  the  method  proved  the  soundness  of  the 
original  conviction. 

The  writer  has  for  some  years  intended  to  pubhsh  an 
account  of  this  method,  as  it  has  shaped  itself  in  prac- 
tical experience  with  successive  classes.  First,  however, 
he  desired  to  present  it  orally  before  a  number  of  gath- 
erings of  teachers.  As  a  beginning,  accordingly,  the 
address  with  which  the  pamphlet  opens  was  read  before 
the  Holiday  Conference  of  the  Associated  Academic 
Principals  of  the  State  of  New  York,  held  in  Syracuse 
in  December  last.     The  interest  with  which  the  paper 


PREFACE. 


«i 


i  ) 


was  received  was  so  kindly,  and  the  requests  that  it  be 
pubhshed  without  further  delay  were  so  pressing,  that 
it  seemed  best  not  to  hold  to  the  former  intention. 

The  pamphlet  has  not  the  form  which  was  first 
intended,  namely,  that  of  plain  exposition ;  for,  in 
spite  of  the  iteration  of  the  personal  pronoun,  the 
form  of  direct  appeal  and  explanation  natural  to  an 
address  proved  to  have  its  advantages.  It  has  been 
necessary,  however,  to  add  to  the  address  a  consider- 
able supplement. 

Though  no  explicit  suggestions  will  be  found  in  re- 
gard to  the  teaching  of  Greek,  the  substance  of  the 
method  of  course  applies  alike  to  either  language. 

I  am  under  a  debt  to  r.niny  of  my  students  of  recent 
years,  whose  support  of  the  method,  though  it  was 
taken  up  by  them  under  the  sore  necessity  of  an  entire 
revolution  of  confirmed  mental  habits,  has  suppHed  me 
with  the  confidence  that  comes  from  concrete  results. 
But  I  am  under  especial  obligations  to  my  sister.  Miss 
Gertrude  Elisabeth  Hale,  both  for  suggestions  made 
earlier  as  a  result  of  her  own  experience  (the  device 
mentioned  on  page  31  originated,  so  far  as  my  own 
case  goes,  with  her)  and  for  a  searching  criticism  of  the 
proof  of  the  present  pamphlet,  from  the  point  of  view 
of  a  preparatory  teacher. 

Ithaca,  April  18,  1887. 


THE    ART    OF    READING    LATIN 

HOW  TO  TEACH  IT. 


An  Address  delivered  before  the   Associated  Academic 
Principals  of  the  State  of  New  York,  Dec.  28,  1886. 


THE  attacks  which  have  been  made  of  late  upon  the 
study  of  Greek  and  to  some  extent  upon  the  study 
of  Latin  have  had  at  their  backs  the  conviction  that  the 
results  obtained  are  very  much  out  of  proportion  to 
the  yeai-s  of  labor  spent  upo^  these  languages  by  the 
schoolboy  and  the  college  student.  The  danger  which 
threatens  classical  study  to-day  in  this  country  is  due  in 
large  part  to  the  fact  that  this  conviction  is  a  sound 
one.  If  the  case  were  different,  if  the  average  college 
graduate  were  really  able  to  read  ordinary  Greek  and 
Latin  with  speed  and  rehsh,  the  whole  matter  would 
be  on  a  very  different  footing  from  that  on  which  it 
now  lamely  stands. 

To  learn  to  read  Greek  and  Latin  with  speed  and 
relish,  and  then,  if  one's  tastes  turn  towards  literature 
or  art  of  any  kind,  to  proceed  to  do  so;  to  come  to 
know  familiarly  and  lovingly  that  great  factor  in  the 
record  of  the  thinking  and  feeling  of  the  human  race, 
the  literatures  of  Greece  and  Eome,  —  that  is  an  aim 
which  we  should  aU  set  before  our  students.  But, 
speaking  generally,  our  students,  yom-s  and  mine,  do 
not  come  to  love  those  literatures.     Perhaps  they  tol- 


\} 


6 


THE    ART   OF   READING    LATIN  I 


erate  them,  perhaps  they  respect  them.  But  to  love 
them  and  to  make  them  a  substantial  part  of  the  intel- 
lectual life,  —  that  is  a  thing  which  many  a  student, 
fitted  therefor  by  natural  taste  and  ability,  fails  to 
accomplish,  and  never  so  much  as  knows  his  loss.  This 
seems  to  me,  looking  at  the  long  years  of  study  given 
Lo  Greek  and  Latin,  and  the  great  emphasis  put  upon 
them  in  the  requirements  for  admission  to  our  colleges, 
a  very  sad  business. 

Now  the  blame  of  it  all  must  be  divided  among  three 
parties,  —  the  Greek  and  Latin  languages  themselves, 
the  teachers  in  the  preparatory  schools,  and  the  teachers 
in  the  univei-sities.  The  first  of  these  guilty  parties  are 
out  of  our  reach.  They  are  difficult  languages;  but 
difficult  languages  they  must  remain.  That  leaves  the 
practical  whole  of  the  responsibility  to  be  divided  be- 
tween the  teacliers  in  the  preparatory  schools  and  the 
teachere  in  the  universities,  or,  to  take  concrete  exam- 
ples, for  the  purpose  of  our  conference,  between  you 

and  me. 

Which  of  us  is  the  more  to  blame,  I  will  not  attempt 
to  say.  But  so  much  I  will  say,  and  from  my  sure 
observation :  that  the  influence  upon  the  formation  of 
intellectual  character  exerted  by  the  teachei*s  w4io  pre- 
pare young  men  for  college  is  nearly  ineffaceable.  The 
boy  who  comes  to  college  with  a  thinking  habit  is  capa- 
ble of  learning  to  read  Latin  (for  I  nmst  now  confine 
myself  to  that  topic,  though  the  whole  substance  of 
what  I  have  to  say  applies  with  equal  force  to  the 
teaching  of  Greek)  with  ease  and  speed ;  the  boy  who 
comes  without  the  habit  has  faults  that  a  college  course 
can  rarely  cure.    That  the  boy  should  be  taught  to  tk{7ik 


HOW   TO   TEACH    IT.  * 

before  he  comes  to  college  is,  then,  from  the  point  of 
view  of  the  study  of  Latin,  the  one  indispensable  thing. 
That  it  is  so  from  every  other  point  of  view  as  w^ell, 
makes  our  case  so  much  the  stronger. 

But  one  thing  more  is  also  indispensable  sooner  or 
later  for  a  high  success  (and  there  is  in  Latin  but  one 
success),  namely,  that  the  method  which  the  boy  is 
taught  to  use  in  his  thinking  be  the  right  one,  —  the 
result  of  the  most  careful  observation  of  the  practical 
difficulties  to  be  overcome,  and  the  most  careful  study 
of  the  best  ways  of  overcoming  them. 
jM  As  we  group  these  difficulties,  placing  them  in  the 

order  in  which  they  w^ould  be  felt  by  a  beginner,  we 
find  them  to  be :  — 

1.  The  vocabulary. 

2.  The  system  of  inflections. 

3.  The  elaborate  use  of  this  system  of  inflections 
to  express  meaning,  in  place  of  our  simpler  modern 
methods  of  using  prepositions,  auxiliaries,  and  the  hke ; 
or,  in  a  single  word,  syntax. 

I  suppose  the  beginner  would  think  that  these  three 
difficulties  covered  the  whole  ground,  and  that  if  he 
had  his  vocabulary  and  his  inflections  secured,  and 
understood  what  is  called  syntax,  he  could  then  read 
Latin  with  great  ease.  But  he  would  be  very  wrong. 
The  most  formidable  difficulty  has  not  been  mentioned. 
The  Latin  sentence  is  constructed  upon  a  plan  entirely 
different  from  that  of  the  English  sentence.  Until  that 
plan  is  just  as  familiar  to  the  student  as  the  English 
plan,  until,  for  page  after  page,  he  takes  in  ideas  as 
readily  and  naturally  on  the  one  plan  as  on  the  other, 
until,  in  short,  a  single  steady  reading  of  the  sentence 


^^ 


8 


THE    AKT   OF   KEADING    LATIN  I 


HOW   TO   TEACH    IT. 


carries  his  mind  through  the  very  same  development  of 
thought  that  took  place  in  the  mind  of  the  ^vriter,  he 
cannot  read  Latin  otherwise  than  slowly  and  ])aiufully. 
So,  then,  an  absolutely  essential  thing  to  a  man  who 
wants  to  read  Latin  is :  — 

4.  A  perfect  working  familiarity  with  the  Roman 
ways  of  constructing  sentences. 

Now  we  teacli  the  fii^t  three  things  more  or  less 
effectively,  —  vocabulary,  inflection,  syntax.  Do  we 
teach  the  last  'i 

1  turn  to  the  '"  Fii^t  Latin  Books,"  in  order  to  find 
what  is  said  to  students  at  that  most  critical  period  in 
their  study  of  the  language,  —  the  beginning.  I  re- 
member well  how  I  was  taught  at  Phillips  Exeter 
Academy  —  of  revered  memory  —  to  attack  a  Latin 
sentence.  ''  First  find  your  verb,  and  translate  it,"  said 
my  teacher.  '"  Then  find  your  subject,  and  translate 
it.  Then  find  the  modifiers  of  the  subject,  then  the 
modifiers  of  the  verb,"  etc.,  etc.  Well,  I  had  got  more 
than  four  yeare  beyond  Exeter  before  I  learned  to  read 
Latin  with  any  feeling  but  that  it  was  a  singularly  cir- 
cuitous and  perverted  way  of  expressing  ideas,  which  I 
could  not  expect  to  grasp  until  I  had  reformed  my 
author's  sentences  and  reduced  them  to  English.  Since 
my  time,  however,  better  ways  may  have  come  into 
vogue.  So  I  turn  to  the  books  of  two  scholarly  gen 
tlemen  of  my  acquaintance,  —  practical  teachei^,  too, 
—  namely,  Mr.  Comstock,  of  Philli])s  Andover  Acad- 
emy, and  Dr.  Leighton,  of  the  Brooklyn  Latin  School. 
On  page  233  of  Mr.  Comstock's  ^' First  Latin  Book," 
and  pages  211  and  212  of  Dr.  Leigli ton's  "  First  Steps 
in  Latin,"  I  find  distinct  rules,  essentially  the  same,  for 


I 

1\ 


the  operation  in  question.      The  former  begin  as  fol- 
lows :  — 

a.   In  everv  simple  sentence,  find  and  translate 

(1)  The_aui4^t. 

(2)  The  predicate. 

Here  is  a  new  departure,  an  entire  revolution  since 
my  day.  I  w^as  taught  to  find  fii^t  the  predicate.  A 
change  so  radical,  a  method  so  exactly  the  opposite  of 
the  old  one,  ought  to  lead  to  results  the  opposite  of  the 
old ;  namely,  to  the  power  to  read  Latin  easily  instead 
of  w^th  difficulty.  So,  with  a  cheerful  heart,  I  take  up 
a  simple  sentence  in  the  fourth  oration  against  Catihne, 
3,  5,  and  try  my  new  method. 

Haec  omnia  indices  detulerunt.  I  look  for  my  sub- 
ject. Fortunately,  it  lies  right  at  hand.  It  is  haec, 
nom.  pi.  Next  I  translate  it,  tJiese ;  or,  since  it  is  neu- 
ter, these  things.  Then  I  proceed  to  find  the  verb,  which 
again  is  obvious,  viz.,  detulerunt,  in  3d  person  pi.,  agree- 
ing with  the  subject  haec.  Perhaps  I  have  caught  from 
somewhere  the  happy  idea  of  not  looking  words  up  in 
the  dictionary  until  I  have  tried  my  hand  at  them.  So, 
very  properly,  I  set  out  with  the  simplest  meaning  I 
can  think  of,  viz.,  hrought.  Now  I  am  well  started : 
These  things  Ir ought.  Next  I  look  for  the  modifiers 
of  the  subject,  and  find  omnia.  I  build  it  on,  and  have 
now  "  all  these  things  "  for  my  subject,  —  "  all  these  things 
brought:'  Next  I  look  for  the  modifiers  of  the  predi- 
cate, and  I  find  indices,  witnesses,  ace.  pL,  object  of 
the  verb.  Everything  is  straight.  All  these  things 
hrought  the  witnesses.  I  pass  on,  and  when  I  come  to 
the  class-room,  and  the  teacher  calls  on  me,  1  read  out. 


10 


THE    ART   OF   READING    LATIN  '. 


HOW    TO   TEACH    IT, 


11 


''All  these  things  brought  the  witnesses,^^  prepared  to 
parse  it  to  the  last  word,  —  only  to  be  told  that  I  am 
entirely  wrong. ^ 

Now,  a  Koman  boy  of  my  age,  and  much  less  clever 
than  I,  if  he  could  have  smuggled  himself  into  the 
senate  that  day,  would  have  understood  what  those 
four  words  meant  the  instant  Cicero  uttered  the  last  of 
them,  detulerunt.  What  is  the  difference  between  us  ? 
Each  of  us,  he  and  I,  knew  substantially  the  meaning 
of  each  word,  each  of  us  could  inflect,  each  of  us  knew 
all  the  syntax  required.  Yet  I  missed  the  idea,  while 
he  got  it.  Wherein  did  he  beat  me?  Why,  simply 
here:  I,  following  the  direction  of  my  teachers,  first 
found  my  subject,  and  settled  on  haec.  The  Eoman 
boy  did  not  know  whether  haec  was  subject  or  object. 
He  only  knew  it  as  haec.  I  knew  that  detulerunt  was 
the  verb,  and  so  did  he  when  it  arrived.  I  knew  that 
omnia  agreed  with  the  subject  haec^  while  he  only  sur- 
mised that  it  helonged  with  haec,  whatever  that  might 
prove  to  be.  I  knew  that  m dices  was  the  object,  while 
he  only  felt  that  indices  was  subject  or  object,  and  that 
it  was  the  opposite  of  haec  omnia  (apposition  being  out 
of  the  question),  being  object  if  that  should  turn  out 
to  be  subject,  and  subject  if  that  should  turn  out  to  be 
object.  Then  he  heard  detuUrunt,  and  with  that  word 
everything  dropped  into  place  as  simply  as,  in  Milton's 
sentence  following, 

1  If  the  example  chosen  is  not  a  happy  one,  any  teaclier  of  young 
pupils  —  any  college  teacher  even,  I  fear  —  could,  with  a  few  days' 
watching  of  a  class,  come  upon  examples  that  will  satisfy  him  that 
the  habitual  method,  no  matter  how  high  the  teacher's  aims,  tends  to 
bring  about  a  laxity  of  scrutiny  which  constantly  leads  into  blunders 
as  bad  as  the  instance  here  given. 


"...  the  rnoon^  whose  orb 
Through  optic  glass  the  Tuscan  artist  views" 

the  last  word  resolves  our  momentary  suspense  in  regard 
to  the  relation  of  orb  and  artist ;  which  relation  would 
have  been  precisely  reversed,  had  we  found  such  a  w^ord, 
e.g.,  as  glads. 

Let  us  try  the  method  further.  Mr.  Comstock  goes 
on  (the  itahcs  are  in  part  my  own) :  — 

b.  In  a  Compound  Sentence  translate  each  principal  clause 
as  though  it  were  a  Simple  Sentence.  If  there  are  Subordi- 
nate Clauses,  translate  them  m  the  order  of  their  importance. 
A  Subordinate  or  Dependent  Clause  is  one  which,  just  as  in 
English,  limits  some  part  of  the  Principal  Clause  (as  de- 
scribed in  42,  page  12).  A  clause  introduced  by  a  Latin 
word  meaning  if  who.,  which,  because,  since,  although,  when, 
after,  while,  etc.,  is  Dependent,  and  should  be  left  until  the' 
meaning  of  the  Principal  Clause  has  been  obtained. 

c.  In  a  Complex  Sentence,  first  translate  the  Principal 
Clause  as  a  Simple  Sentence ;  then  translate  the  Dependent 
Clauses  according  to  directions  given  above  (6) . 

But  what  is  the  order  of  their  importance,  and  how 
am  I  to  start  ?  With  the  connective,  I  presume.  We 
will  suppose  it  to  be  ut.  But  how  shall  I  translate 
it  ?  There  are  some  half-dozen  or  more  "  meanings  " : 
in  order  U^  so  t/uf4.,  when,  as,  considering,  although. 
Which  does  it  have  here?  I  cannot  tell.  No  more 
could  a  Roman.  But  the  difference  is,  that  a  Roman 
did  not  want  to  tell  which  one  of  its  forces  ut  had 
here,  but  waited  until  something  in  the  rest  of  the 
sentence,  perhaps  twenty,  perhaps  fifty,  words  away, 
informed  him ;  while  /  am  bidden,  so  to  speak,  to  toss 


12 


THE    ART    OF   READING    LATIN  I 


up  a  cent,  and  start  off  upon  a  meaning,  with  the  odds 
heavily  against  me ;  possibly  to  find  my  mistake  and  go 
back  and  correct  it,  more  probably  to  add  error  on  error 
in  order  to  "  make  sense,"  and  so  to  get  the  whole  thing 
into  a  hopeless  muddle. 

Now,  all  this  is  wrong.  It  is  a  frightful  source  of 
confusion  to  prowl  about  here  and  there  in  the  sentence 
in  a  self-blinded  way  that  would  seem  pathetic  to  a 
Koman,  looking  at  things  without  the  side-lights  afford- 
ed to  him  by  the  order ;  and,  further,  it  is  a  frightful 
waste  of  time.  Take  a  sentence  such  as  often  occurs ; 
e.g.,  the  opening  of  the  third  oration  against  Catiline, 
delivered  before  tlie  people.  Imagine,  now,  two  scenes : 
on  the  one  hand  the  Eoman  Forum,  on  Dec.  3,  63  b.c, 
with  a  mass  of  men  and  boys  listening  to  Cicero  as  he 
tells  the  story  of  the  entangling  of  the  conspirators  re- 
maining in  liome ;  on  the  other,  a  modern  schoolroom, 
say  in  the  Syracuse  High  School  (though  I  hope  I  am 
about  to  slander  Dr.  Bacon),  Dec.  3,  1886  a.d.  In  the 
former  case  Cicero  has  the  floor,  as  we  say ;  in  the 
latter  case.  Dr.  Bacon's  assistant,  book  in  hand,  his 
pupils  before  him.  Both  audiences  want  to  get  at  the 
same  thing,  —  what  Cicero  has  to  say.  In  the  first  scene 
Cicero  proceeds :  — 

1.%  II?    imblioam,  Qiiirites,  vitamque    oniniuin    ves- 

Jrmii,  htitui,  livri  tiii,4>,  i'ouiuges  liberosquc  \e'&iro», 
;5fiiiii  I  IOC  tloiuiciliuin  clarissiiiii  iinperi,  fortunatissi- 
iiiaiH  iMjIrherriiiiainque  urbeiii,  li<Klieriio  die  deorum 

iiiiiaortuiiiiiii  .>uiiiiiio  erj^a  \  OS  aiiioi*-,  laboribus  coii- 
sIlfN  prrH'iili^  iticMs,  e  ffrmima  atqiie  forro  nc  paene 
r\    htfH-fiMtN    i".tii    ereptaiii   et  vobis    eouservataiii   ac 

I'l'Nt  it  itlalU    \  idi'tis. 


HOW   TO   TEACH    IT. 


13 


When  he  has  said  that,  every  soul  that  has  heard  him 
knows  precisely  what  he  means.  Now  change  to  the 
Syracuse  High  School.  The  teacher  says,  "  first  find 
your  subject."    So  we  run  on,  scenting  out  a  subject :  — 

Kem  publicam,  Quirites,  vitamque  omnium  ves- 
frtiiH,  bona,  foitimn^,  fonluges  liberosque  vestros, 
atque  hoc  domicilium  clarissimi  iniperi,  fortunatissi- 
niam  pulcberrinianique  urbem,  hodierno  die  deorum 

ii!ifsiortal!iiiri  -iiiuiiii)  cr^ii  vos  amore,  laboribus  tjon- 
isiliis  periculis  meis,  e  flamma  atque  ferro  ne  p;uMie 
ex  faucibus  fati  ereptam  et  vobis  conservatam  ac 
restitutam  videtis. 

Well,  we  are  through  with  the  entire  sentence,  and 
there  is  no  subject !  Of  course,  then,  it  is  implied  in  the 
verb,  and  is  the  2d  personal  pronoun,  in  the  plural. 
Next  we  find  our  verb.  That  is,  as  it  happens,  the  last 
word,  videtis.  Tlien  we  go  back,  do  we,  and  find  the 
modifiers  of  the  subject,  and  then  the  modifiei^  of  the 
verb  ?  JVo,  I  say  to  all  that.  We  ha/ve  already,  if  we  have 
been  rightly  brought  up,  understood  everything  in  that 
sentence  hy  the  time  loe  reach  the  last  syllable  of  it,  loith- 
out  having  thought  meamohile  of  a  single  English  word; 
and  we  are  as  ready  in  1886  to  go  on  immediately  with 
the  next  sentence  as  we  should  hwve  heen  if  we  had  heen 
Romans  in  the  Roman  Forum  on  that  day  in  63  B.C. 
Or,  to  put  it  another  way,  the  boy  who,  reaching  that 
oration  in  the  course  of  his  preparation  for  college,  can- 
not understand  that  particular  sentence,  and  a  great 
many  much  more  difficult  sentences  in  the  oration,  from 
reading  it  straight  through  once  in  the  Latin,  nd^j,from 
rr^^^'dy  hearing  his  teacher  read  it  straight  through  once 


?-' 


!  I  THE   ART   OF   KEADINU    LATIN  I 

m  the  Zatin,  has  been  wrongly  trained,  is  wasting  time 
sadly,  out  of  a  human  life  all  too  short,  and,  so  far  from 
being  on  the  direct  way  to  read  Latin  with  speed  and 
relish,  and  then  to  proceed  to  do  so,  is  on  the  direct 
way  to  drop  it  just  as  soon  as  the  elective  system  of  his 
particular  college  will  allow,  and,  if  he  cares  for  litera- 
ture, to  go  into  some  language  in  which  it  is  not  neces- 
sary, first  to  find  the  subject,  and  then  the  predicate, 
and  then  the  modifiers^of  the  sul)ject,  and  then  the 
modifiers  of  the  predicate,  and  then  to  do  the  same 
thing  for  the  subordinate  sentence,  or,  if  there  are 
several  subordinate  sentences,  to  do  the  same  thing  for 
each  one  of  them  in  the  order  of  their  importance,  and 
then  to  put  these  tattered  bits  together  into  a  patch- 
work. 

Now,  it  will  not  do  to  say  that  students,  by  beginning 
in  this  way,  get,  quite  early,  beyond  the  need  of  it.  At 
any  rate,  I  can  testify,  from  my  own  experience,  that, 
in  spite  of  the  iidmirable  efforts  of  the  schools  in 
"  sight-reading,"  they  do  not,  when  they  come  to  Har- 
vard or  Cornell.  I  allow  myself  in  my  class-room  — 
keeping  well  inside  of  what  is  said  to  be  customary 
among  college  professors  —  one  jest  a  year.  When  I 
first  meet  the  new  Freshman  class  (for  I  could  not  bear 
to  leave  such  precious  material  wholly  to  the  most  per- 
fect assistant),  I  question  them  :  "  Suppose,  now,  you  are 
set,  as  you  were  at  the  examination  for  admission  the 
other  day,  to  tell  me  the  meaning  of  a  sentence  in  a 
book  you  never  saw,  —  say  an  oration  of  Cicero,  —  how 
do  you  proceed  to  get  at  the  writer's  meaning  ? "  There 
is  at  once  a  chorus  of  voices  (for  they  are  crammed  for 
that  question,  having  learned  printed  directions,  as  we 


) 


HOW    TO   TEACH    IT. 


15 


\\ 


I 


I 


\ 


have  seen,  in  the  first  books  they  studied),  "First  find 
^5^^_  SUBJECT,"  three-quarters  of  them  say ;  "  PRED- 
ICATE," the  other  quarter.    "  Now  here,"  I  say  to  them, 
"  is  an  unhappy  difterence  of  opinion  about  first  princi- 
ples in  a  matter   of   everyday   practice,  and   of  very 
serious  importance.     Which  is  right  ? "     They  do  not 
know.    "Which  do  you  suppose  the  Romans  who  heard 
the  oration  delivered  in  the  Forum  first  hunted  up,  the 
subject  or  the  predicate?"     That  little  jest,  simple  as 
it  is,  always  meets  with  great  success ;   for  it  not  only 
raises  a  laugh  (of  no  value  in  itself),  but  it  shows  at 
once,  even  to  a  Freshman,  the  entire  absurdity  of  try- 
ing to  read  Latin  by  a  hunting-up  first  of  either  his 
subject  or  his  predicate  ;  and  so  enUsts  his  sympathy  in 
favor  of  trying  some  other  way,  if  any  can  be  shown 
him.     But,  at  the  same  time,  it  proves  to  me  that  the 
method  taught  at  the  most  critical  of  all  periods,  the 
beginning,  is  still  wrong.     Only  in  late  years,  and  very 
rarely,  does  some  student  answer  my  question  with: 
"  First  read  the  first  Latin  word  without  translating  it, 
then  the  second,  then  the  third,  and  so  on  to  the  end, 
taking  in  all  the  possible  constructions  of  every  word, 
while  barring  out  at  once  the  impossible,  and,  above  all, 
erring,  if  anywhere,  in  the   direction  of  ke3ping  the 
mind  in  suspense  unnecessarily  long,  waiting,  at  least, 
until  a  sure  solution  has  been  given  by  the  sentence 

itself." 

Yet  this  is  the  one  method  that  should  everywhere 
be  rigorously  used,  from  the  day  of  the  first  lesson  to 
the  last  piece  of  Latin  that  the  coUege  graduate  reads 
to  solace  his  old  age.  Only,  the  process  which  at  first 
is  at  every  point  conscious  and  slow,  as  it  was  not  ^vith 


10 


THE    ART   OF   READING    LATIN  ! 


HOW   TO   TEACH    IT. 


17 


the  Romans,  oeeomes,  in  Zami  of  ordinary  difficulty,  a 
process  wholly  unconscious  and  very  rapid,  precisely  as 
it  was  with  the  Eoraans.     Just  when  the  process  would 
become  easy  for  ordinarily  simple  Latin,  if  the  training 
were  right  from  the  beginning,  I  cannot  say.     In  my 
own  experience  with  college  students,  all  whose  habits 
have  to  be  changed,  I  find  a  striking  difference  to  be 
produced  in  a  single  term.     And  at  the  end  of  two 
years,  when  the  elective  work  begins,  I  now  lind  it 
entirely  practicable  for  the  class  to  devote  itself  to  the 
study  of  the  Latin  literature  in  the  Latin  alone,  having 
nothing  to  do  with  version  into  English  except  at  the 
examinations  ;  and  1  never  had  so  good  and  so  spirited 
translation,  whether  at  sight  or  on  the  reading  of  the 
term,  as  last  week,  when,  for  the  first  time,  I  held  such 
an  examination  at  the  end  of  a  term  spent  without 

translation. 

To  bring  the  matter  into  a  definite  and  practical 
shape,  I  can  best  indicate  what  it  seems  to  me  you 
ouoht  to  direct  vour  teachei^  of  Latin  to  do,  mutatis 
mltandls,  by  telling  you  what  I  myself  do  from  the 
time  when  I  first  meet  my  Freslimen  to  the  end  of  the 
Sophomore  year. 

After  my  httle  jest  about  the  Romans  huntmg  up  first 
the  subject  and  then  the  predicate  as  Cicero  talked  to 
them,  or  first  the  predicate  and  then  the  subject,  which- 
ever one  thinks  the  Roman  method  may  have  been,  I 
assure  them  that  ''  what  we  have  to  do  is  to  learn  to 
understand  a  Roman  sentence  precisely  as  a  Roman  un- 
derstood it  as  he  heard  it  or  read  it,  say  in  an  oration, 
for  example.  Now  the  Roman  heard,  or  read,  first  the 
first  word,  then  the  second,  then  the  third,  and  so  on. 


through  sentence  after  sentence,  to  the  end  of  the  ora- 
tion, with  no  turning  back,  with  no  hunting  around. 
And  in  doing  this  he  was  so  guiiled  all  the  time,  by 
indications  of  one  kind  or  another  in  some  way  strown 
through  each  sentence,  that,  when  the  last  word  of  that 
sentence  had  been  spoken  or  read,  the  whole  of  the 
meaning  had  reached  his  mind.     The  process  of  detect- 
ing these  indications  of  meaning  was  to  him  a  wholly 
un^'conscious  one.     We  moderns,  how^ever,  of  course  can- 
not begin  so  far  along.     What  we  are  to  reach  finally 
is  precisely  this  unconsciousness  of  processes;  but  we 
shall  be  obliged,  for  the  first  few  yeai^,  exphcitly  to 
study  the  indications,  until  we  come   to  know  them 
famiharly,  one  after  another.     We  must  for  some  time 
think  out,  at  every  point,  as  the  sentence  progresses  (and 
that  without  ever  allowing  ourselves  to  look  ahead),  all 
those  conveyings  of  meaning,  be  they  choice  of  word, 
or  choice  of  order,  or  choice  of  case,  or  choice  of  mode, 
or  choice  of  tense,  or  whatsoever  else  which  at  that 
point  sufficed  for  the  Roman  mind.     And  when  these 
indications  —  which  after  aU  are  not  so  many  in  number 
—  have  come  to  be  so  familiar  to  us  that  most  of  them 
are  readv  to  flash  before  the  mind  without  our  deliber- 
ately summoning  them,  we  shall  be  very  near  the  point 
at  which,  in  Latin  graded  to  our  growing  powers,  we 
shall  interpret  indications  unconsciously.     And  the  mo- 
ment we  do  that,  we  shall  be  reading  Latin  by  the 
Roman's  own  method." 

I  take  up  now  —  all  books  being  closed  —  a  sentence 
of  very  simple  structure,  of  which  every  word  and  every 
construction  are  familiar,  say  a  certain  passage  in  Livy.i 

II.  41. 


1Q 


THE    AKT   OF    BEADING   LATIN  : 


HOW    TO    TEACH    IT. 


19 


I  tell  the  story  of  the  context :  Two  assassins  have  got 
achnission,  on  the  pretext  of  a  quarrel  to  be  decided, 
into  the  presence  of  Tarquin.  One  of  them  diverts  the 
attention  of  the  king  by  teUing  his  tale,  and  the  other 
brings  down  an  axe  upon  the  king's  head ;  whereupon 
they  both  rush  for  the  door. 

In  order  that  the  interpretation  shall  be  done  abso- 
kitely  in  the  order  in  which  a  Eoman  would  do  it,  with- 
out looking  ahead,  I  write  one  word  at  a  time  upon  the 
board  (as  I  will  again  do  upon  the  board  before  you), 
and  ask  questions  as  I  go,  as  follows  ^ :  — 

Tarquiniiim.  ''What  did  Livy  mean  by  putting  that 
word  at  the  beginning  of  the  sentenced'  That  the 
person  mentioned  in  it  is  at  this  point  of  conspimious 
importance,  ''  Where  is  Tarquinium  made  ? "  In  th^ 
accusative  singular,     "  What  does  that  fact  mean  to 

your  minds  V 

Here  most  of  them  are  somewhat  dazed,  not  being 
used  to  that  word  meaning,  the  very  word  that  ought 
constantly  to  be  used  in  dealing  with  syntax,  or  so-called 
'^  parsing."  So  I  very  probably  have  to  say,  ''  May  it 
mean  the  duration  of  time  of  the  act  with  which  it 
is  connected?"  They  s^iy,  No,  I  ask,  '^  Why  notr' 
Somebody  says,  BecoAtse  the  name  of  a  person  cannot 
indlcaie  time,  I  say,  ^'  Give  me  some  words  that  ndght 
indicate  time."  They  give  me  dies,  noctes,  aetatem,  etc. 
Then  I  ask,  ''  May  it  mean  extent  of  space  ? "  They 
say,  No,  give  me  similar  reasons  for  their  answer,  and, 

1  The  sentence  grows  upon  the  board  by  the  addition  of  one  word 
after  another.  To  obtain  the  same  result  in  print,  with  each  new  word 
the  whole  of  the  sentence  thus  far  given  will  be  repeated.  And,  for 
the  sake  of  greater  clearness,  answers  will  be  distinguished  from  ques- 
tions by  the  use  of  italics. 


upon  my  asking  for  words  that  might  indicate  extent 
of  space,  they  give  me,  perhaps,  miUe  passuu?7i,  tres 
pedes,  etc.  Then  I  ask,  "May  it  indicate  the  extent  of 
the  action  of  the  verb,  the  degree  to  which  the  action 
goes  ? "  They  say.  No,  for  a  similar  reason.  But  when 
I  ask  for  words  that  anight  mean  the  degree  of  the 
action,  they  commonly  cannot  tell  me,  for  the  reason 
that,  strange  to  say,  the  grammars  do  not  recognize 
such  a  usage;  though  sentences  like  he  ivalks  a  great 
deal  every  day  {mtdtuni  cottidie  amhulat)  are  even  more 
common  than  sentences  like  he  walks  three  miles  every 
day  {cottidie  tria  milia  passuum  amhidat),  and  the  ac- 
cusatives mean  essentially  the  same  thing  in  both  sen- 
tences. Then  I  ask,  "  May  it  mean  that  in  respect  to 
which  something  is  said,  —  as  regards  Tarquin,  —  the 
accusative  of  specification  ? "  To  a  question  like  that,  I 
am  sorry  to  say  that  a  great  many  always  answer  yes, 
for  students  get  very  vague  notions  of  the  real  uses  of 
the  Latin  accusative  of  specification.  Somebody,  how- 
ever, may  be  able  to  tell  me  that  the  name  of  a  person 
is  never  used  in  the  accusative  of  specification,  and  that 
in  general  the  use  of  the  accusative  of  specification,  in 
the  days  of  Cicero  and  Yirgil,  was  mostly  confined  to 
poetry.  "What  words  were  used  in  the  accusative  of 
specification  in  prose  \ "  Here  I  never  get  an  answer, 
although  the  list  is  determinate,  short,  and  important. 
So  I  have  to  say,  "  I  must  add  to  your  working  knowl- 
edge a  useful  item ;  write  in  your  note-books  as  follows : 
pa/rtem,  vicem,  genus  with  omne  or  Si pronoun  {quod, 
hoc,~iW),  secus  wl^^  mfile^ or  mifliehre,  hoc  and  id  with, 
aetatis,  the  "relative  quod  and  the  interrogative  quid, 
are  uled  in  Latin  prose  in  all  periods  as  accusatives  of 


20 


THE    AKT    OF    READING    LATIN  I 


HOW   TO   TEACH    IT. 


21 


l! 


specification.  Here,  then,  is  a  bit  of  definite  informa- 
tion Which  may  enable  you,  when  you  first  meet  one  of 
these  words  again  (you  will  do  so  quite  early  in  your 
first  book  of  Livy),  to  walk  without  stumbhng  through 
a  sentence  where  you  would  otherwise  trip."  Then  I 
go  back  to  Tarquiiiiiiiu.  '^  May  it  be,"  I  ask,  ^'an 
accusative  of  exclamation  T'  They  say,  PohhIUij  so. 
I  say,  ''  possibly  yes,  though  in  historical  narration  you 
would  hardly  expect  such  an  exclamation  from  the  his- 
torian." Next  I  ask,  ^' May  it  be  a  cognate  accusa- 
tive?" To  that  they  answer.  No;  telling  me,  perhaps 
with  some  help,  that  the  nmne  cf  a  person  cannot  he 
in  any  sense  a  restatement  of  an  act^  —  cannot  mean  an 
activity.  "  Well,  then,  what  does  this  accusative  case 
mean  ? "  By  this  time  a  good  many  are  ready  to  say : 
Object  of  a  verb,  or  in  apposition  with  the  object.  But 
I  ask  if  one  thing  more  is  possible,  and  some  one  says  : 
Subject  of  an  infinitive.  "  Yes,"  I  answer ;  ''  and  one 
thing  more  yetT'  Predicate  of  an  infinitive^  some 
one  suggests. 

"  Now,"  1  ask,  "  what  have  we  learned  from  all  this  i 
Given  the  name  of  a  person  or  persons  in  the  accusative 
with  no  preposition,  how  many  and  what  constructions 
are  possible  'I "  All  are  ready  now  to  answer,  Objectjif 
ajvejib,  or  subject  or  predicate  (fan  infinitive.  "  Good," 
I  say.  "  Keep  those  possibilities  always  fresh  in  your 
mind,  letting  them  flash  through  it  the  moment  you 
see  such  a  word ;  and,  that  having  been  done,  wait,  and 
NEVER  decide  w^iicli  of  thcsc  possible  meanings  was  in 
the  mind  of  the  Eoman  speaker  or  writer  until  the  rest 
of  the  sentence  hiis  made  the  answer  to  that  question 
perfectly  clear.     Now  tell  me  what  constructions  are 


possible  for  an  accusative  hke  hiemsmr    They  answer, 
duration  of  time,  apposition,  object  of  verb,  subject  or 
predicate  of  oai  infinitive.      "For  an  accusative  hke 
pedes  f^^      They   answer,   extent  of  space,  apposition, 
object  of  verb,  or  subject  or  predicate  of  a7i  infinitive. 
"^  For  an  accusative  like  multimi  f  "    Extent  of  action, 
apposition,  object  of  verb,  or  subject  or  predicate  of  an 
infi/nitive.     "  For  an  accusative  hke  vita7n  f  "     Cognate 
accusative,  apposition,  object  of  verb,  or  subject  or  predi^ 
cate  of  an  infinitive.    Now  I  ask,  "  Can  any  one  tell  me 
what  constructions  we  may  expect  if  the  verb  turns 
out  to  be  some  word  like  doceo  or  celof^^     They  all 
give  the  answer,  and  therewith  I  have  already  passed 
in   rapid   review  practically  the  whole  matter  of  the 
accusative  constructions ;  and,  what  is  more,  —  and  this 
is  vital,  —  I  have  done  it  from  a  very  practical  stand- 
point.    I  have  not  asked  a  student  to  "  parse  "  a  word 
after  seeing  its  full  connection  in  the  sentence  (an  exer- 
cise which  loses  four-fifths  of  its  virtue  by  this  misplace- 
ment), but  I  have  demanded  anticipatory  parsing,  — \ 
have  put  my  questions  in  such  a  Avay  that  my  students 
have  learned  for  all  accusatives  what  instantaneous  sug- 
gestions of  the  possible  parts  a  word  is  playing  in  the 
sentence  they  may  get,  at  first  sight  of  the  word,  from 
the  very  nature  of  the  word.     Then  I  pass  on.     "  We 
have  our  King  Tarquin  before  our  eyes,  as  the  person 
on  whom  the  interest  of  the  sentence  centres,  and  we 
know  that  he  is  the  object  of  an  action,  or  the  subject 
or  predicate  of  an  infinitive  action ;  or,  possibly,  in  ap- 
position with  such  an  object,  subject,  or  predicate.     To 
proceed,  the  next  word,  moribundum,  is  what  and  where 
made? "    Adjective,  nom.  simg.  neut,  or  ace,  sing,  masc. 


22 


THE    ART    OF    READING    LATIN  *. 


HOW   TO   TEACH   IT. 


23 


P 


r 


or  neut  Don't  smile  at  all  this.  The  habit  of  getting 
a  young  student  to  think  all  these  things  out,  even  where 
he  could  not  go  astray  if  they  were  not  asked  of  him, 
saves  many  a  getting  lost  in  difficult  places.  "  What  is 
probable  about  morihuiuhim^  as  we  have  it  in  this 
particular  sentence?"  That  it  belongs  to  Tarquinium. 
"  Eight.  Now  keep  that  picture  in  mind  :  Tarquiniuni 
iiioiilmiidum,  tin  Kiiigr,  breathiiH!  1h'«<  last,  acted 
iifN.ii  *>!•  acting.  iSow  for  the  next  word:  Tarqiiinium 
iiioi  iiHiiiduiJi  eum.  What  is  cum ? "  Some  say,  with 
perfect  readiness,  p7'epositia)i,  some  say  co7i junction.^ 
"  But,"  I  answer,  "  if  you  are  used  to  the  right  spell- 
ing, you  know  with  an  instant's  thought  tliat  no  Koman 
that  ever  lived  could  tell  at  this  point  whether  it  was 
preposition  or  conjunction.  In  order  to  tell,  you  must 
wait  for— what?"  AUative  or  verh,  they  answer. 
Then  Ave  go  on,  '  r  iinium  inoribuiidum  cum  qui. 
What  does  qui  at  once  tell  us  about  cum  t "  Cmij unc- 
tion. "  Right.  What  do  we  now  know,  with  almost 
absolute  certainty,  about  Tarquiniumf  What  part  of 
the  sentence  does  it  belong  to  % "  Here,  I  grieve  to  say, 
a  chorus  of  voices  always  answers.  Main  verb ;  for,  in 
some  mysterious  way,  students  arrive  at  the  universities 
without  having  learned  that  the  Romans  delighted  to 
take  out  the  most  important  word,  or  combination  of 
wurds,  from  a  subordinate  introductory  sentence,  and 

1  The  fact  that  it  is  possible  for  students,  without  a  moment's  reflec- 
tion, to  plunge  at  things  in  this  sadly  well-known  way  shows  how 
thoroughly  ineffective  the  prevailing  method  of  teaching  beginners  is 
in  developing  a  sharp  and  self-suspicious,  observation.  That  charge, 
it  will  be  seen,  cannot  be  brought  against  the  method  advocated  in  this 
paper. 


V>ut  it  at  the  very  start,  before  the  connective,  —  a  bit 
of  information  worth  a  great  deal  for  practical  reading. 
That  liabit  of  expression  I  now  tell  them,  and  then  ask, 
"Given  a  sentence  beginning  with  mors  si,  what  do 
vou  know « "     That  mors  is  the  subject  or  predicate  of 
the  verb  introduced  by  si.     "  Given  a  sentence  intro- 
duced by  Ilannibali  victori  cv,m  ceteri  f  "     That^  Han- 
nihall  depends  on  something  in  the  cum-serde>ice.   Now  we 
go  back  to  our  sentence,  and  the  word  qui.    What  part 
of  speech  is  it  % "    ReUtive,  they  say.    "  Or  what  else  ? 
I   ask.     InUrrogative.     "Where  is  it  made?"     ^om 
\    sing,  or  plur.,  ,nasc.     "If  it  is  a  relative,  where  m  the 
sentence  as  a  whole  does  its  antecedent  he?       ihey 
should  answer,  Inside  ths  cmn-cUuse.     The  cum  serves 
as  the  first  of  two  brackets  to  include  the  ^wz-clause. 
"  If  on  the  other  hand,  it  is  an  interrogative,  what  kind 
of  a  question  is  alone  here  possible  % "     Indirect,  and  m 
the  sxMur,ctvve,  they  answer.    "  In  that  case,  what  kind 
of  a  meaning,  speaking  generally,  must  the  verb  intro- 
duced by  cum  have  ? "     It  must  be  abU  to  imply  ashing 
of  some  kind.     "Rightly  said;   perhaps  we  may  have 
such  a  sentence  as,  When  everybody  inquired  who  these 
^,^  ,t'#w  —  Cum  qui  essent  omnes  quaererent ;  or  perhaps 
we  shall  find  that  qui  is  relative.     The  next  word  is 
circa  —  Tarquiniuni    moribundum    cum    m-h    <n.a. 
W  hat  part  of  speech  is  it  ? "    Adverb.    "  What  then  may 
it  do « "     It  may  modify  a  verb,  an  adjectim,  or  another 
adverb     AVe  proceed:  Tarquinium  moribTitid.im  om.. 
=  ,.,i    circa    orant.      "What,    now,    about   circa r       if 
,,,odifies  eraut.      "  What  was  the  number  of  qm? 
Plural.    "  Was  it  relative  or  interrogative  ?      Relative. 
"  How  do  you  know  ?  "     Because  erant  is  not  subjunc- 


f* 


24 


THE    ART    OF    READING    LATIN  ! 


^ 


HOW   TO   TEACH    IT. 


25 


twe.  "Eight.  Now  qui  circa  erant  is  as  good  as  a 
noun  or  a  pronoun,  —  an  indeclinable  noun  or  pronoun, 
in  the  plural.  Think  of  it  in  that  way,  as  we  go  on. 
1  liquiiiiiiiii  moribunduin  cum  qui  circa  erant  exce- 
}H  .rut.  T  don't  ask  to-day  the  meaning  of  the  mode  of 
cxci'i»i>N.sciit,  because  the  woi-ld  is  in  so  much  doubt 
about  the  question  of  the  liistory  and  force  of  the  mmi- 
constructions.  P>ut  what  ?/w,v  Livy's  meanino:  in  writino- 
the  accusative  Tarquinium  ?"  Ohject  r/ excepissent. 
"  Yes,  and  what  was  the  subject  of  excepissent  i " 
The  antecedent  of  i\\\\.  "  Yes;  or,  looking  at  the  matter 
more  generally,  the  subject  was  qui  circa  erant." 

"Before  going  on,  what  picture  have  we  before  us'^ 
What  lias  the  sentence  thus  far  said  ?     This  :  ^^m^  T.ir- 
ifiiffi     *i\!ngr!     See  the  bystanders  I     See   Uum    jn   k 
iiiiii  II  j.  I    Our  curiosity  is  stimulated  by  the  very  onler. 
The  next  word   is  illos,  —  Tarquinium  moribundum 
cum  qui  circa  craiii  excepissent  .  .  .     What  does  the 
position  of  illos,  fii-st  in  the  main  sentence  })roper,  tell 
us  ? "     T/uit  the  people  meant  hy  it  are  of  Hpeckil  promi- 
nence at  thw  point.     "  Who  do  you  suppose  these  illos 
are,  these  7no?'e  distaiit  persons,  thus  set  in  emphatic 
balance  against  Tarquinium,  each  leading  its  clause?" 
The  assassins,  the  whole  class  say.    "  What  do  we  know 
about  Livy's  meaning  from  the  case '( "     Now  they  all 
answer  in   fine  chorus  and  completeness,  Apposition, 
ohject  of  main  verb,  or  subject  or  predicate  of  injmitim. 
We  proceed:  TarquiniiiiH  unh  ibuiidum  cum  qui  circa 
train    «  uepissent,  illos  fugrientes  .  .  .     "What  part 
of  speech  is  fugiciucs?"     Participle,     "Which  one?" 
Present  active.     "  Then  you  see  a  running-away  going 
on  before  your  eyes.    What  gender  ? "     Masc,  or  fern. 


f» 


/ 


"  What  number  ? "     Plural.     "  Then  you  see  some  two 
or  more  men  or  women  running  away.     What  case  % " 
Norn,  or  ace.     "On  the  whole,  do  you  feel  sure  you 
know  the  case?"      Yes;   accusative.     "Belonging  to 
what  ? "     Illos.     "  Why  ?  "     Because  of  course  the  as- 
sassins, the  illos,  loould  run  aicay.    "Yes,"  I  say;  "but 
it  cannot  possibly  mislead  you  to  wait  until  there  isn't 
a  shadow  of  a  doubt.     We  will  go  on  :   Tarquinium 
moribundum  cum  qui  circa  erant  excepissent,  illos 
fugientes  lictores  .  .  .     Here  you  have  another  set  of 
people,  the  king^s  body-guard.     In  what  case  ? "     JSfmn, 
I  or  ace.  plural.    "Which?"    They  do  not  know.    "Well, 
then,  can  illos  agree  with  lictores,  if  you  consider  forms 
alone  ? "      Yes.     "  In  that  case,  f  ugientes  would  have 
to  go  with  illos   lictores,  wouldn't  it?"      Yes.  "But 
would  the  lictors  run  away  ? "    No.    "  Would  the  assas- 
sins?"     Yes.     "Certainly.     Then  fugientes  does  not 
belong  with  lictores,  and  does  belong  Avith  illos ;  and 
illos  seems  to  be,  just  as  we  suspected  at  first  sight  of 
it,  the  assassins.     However,  we  must  ask  ourselves  one 
more  question.  Is  apposition  possible  between  illos  and 
1  i i-tores  ? "    JSfo  ;  for  they  are  very  dif credit  peopU.    "  Is 
any  relation  of  a  predicate  possible  between  them  ?    Can 
the  one  be  the  predicate  of  an  infinitive  of  which  the 
other  is  the  subject  ? "     No  ;  because,  as  before,  they  are 
very  different  people.     "  Still  it  is  possible  that  lictores 
is  accusative.     If  it  is,  it  may  be  object,  in  which  case 
illos  is  necessarily  subject,  for,  as  we  have  seen,  they 
cannot  be  in  apposition ;  or,  it  may  be  subject,  in  which 
case,  for  the  same  reason,  illos  must  be  object.    In  either 
case,  they  must  be  in  direct  opposition  to  each  other,  one 
of  them  (we  don't  yet  know  which)  being  subject,  the 


26 


THE    ART   OF   READING    LATIN 


HOW   TO   TEACH   IT. 


27 


I 


other,  object ;  while,  if  lictores  is  nom.,  you  still  have 
the  same  relation,  only  you  know  which  is  subject  and 
which  is  object.  In  any  event,  you  see  they  are  set 
over  against  each  other,  together  making  subject  and 
object,  ^ow  keep  the  results  of  this  reasoning  ready 
for  the  countless  cases  in  which  such  combinations 
occur.  Given  two  nouns  hke  belluni  Sagruntuin :  what 
are  the  constructions  ? "  One  is  the  subject  of  a  verh^ 
and  the  other  the  ohject^  and  loe  canH  yet  tell  which. 
"Right.  Now  I  will  give  you  a  still  more  involved 
combination,  but  of  a  very  commonly  occurring  kind,  — 
<!1!:h»  ih»s  m;it*»riem.  What  do  vou  make  out  of  that?" 
feome  clevei'  boy  will  say,  J)^os  inust  he  the  suhject  of  a  verb, 
either*  finite  or  infim^itive,  and  quae  and  materieni  are  ob- 
ject and  predicate-object.  "  Good.  Then  ^vllat  kind  of 
meaning  does  the  verb  probably  have  ? "  One  of  call^ 
i7ig.  "Right.  The  words  are  from  Lucretius,  and  the 
verb  he  used  was  vocamus.  Treasure  up  that  combina- 
tion, and  the  meaning  of  it." 

"  Now  we  go  back  to  the  assassins  who  are  running 
away,  and  the  king's  body-guard.  I  will  inform  you 
that  there  is  just  one  more  word  in  the  sentence.  What 
part  of  speech  is  it?"  Verb.  "Active  or  passive? 
Active.  "  Right.  What  does  it  tell  ? "  Tells  what  the 
lictors  do  to  the  assassins.  "  What  mode,  then  ? "  In- 
dicative. "  What  two  tenses  are  })ossible  ? "  The  perfect 
ami  the  historical  present.  "  Right.  Now  the  situa- 
tion is  a  pretty  dramatic  one.  Which  of  these  two  tenses 
should  you  accordingly  choose,  if  you  were  w^riting  the 
story  ? "  The  present.  "  So  did  Livy.  Now  tell  me 
what  you  tiiink  the  verb  is."  I7iterficiunt,  somebody 
says.     Capiunt,  says  another,  hitting  the  idea  but  not 


< 

I 


w 


the  right  word,  which  is  comprehendunt,  get  hold  of 
them  well,  —  7iab  'em ;  or,  as  our  tamer  English  phrase 
might  put  it,  secure  them.'' 

"  Now  let  us  render  into  English  the  sentence  as  a 
whole,  translating  not  merely  Livy's  words,  but  the 
actual  development  of  the  thought  in  his  mind,  lai- 
quininm,  there's  Tarqinn ;  moribunclum,  he's  a  dying 
man  '  cum  qui  circa  erant,  you  see  the  bystanders  about 
to  do  something;  excepissent,  they  have  caught  and  sup- 
ported  the  king ;  illos,  you  turn  and  look  at  the  assas- 
sins; fugientes,  they  are  off  on  the  run  ;  lictores,  there 
are  the  king's  body-guard;  we  hold  our  breath  in  sus- 
pense ;  — comprehendunt,  they've  got  'em  !  So,  then, 
that  Latin  order,  which  looks  so  perverted  to  one  who 
is  trained  to  pick  the  sentence  to  pieces  and  then 
patch  it  together  again,  gives  us  the  very  succession  in 
which  one  would  see  the  actual  events ;  weaves  all  the 
occurrences  together  into  a  compact  whole,  yet  keeping 
everywhere  the  natural  order ;  while  any  order  that  we 
may  be  able  to  invent  for  a  corresponding  single  sen- 
tence  in  English  will  twist  and  warp  the  natural  order 
into  a  shape  that  would  greatly  astonish  a  Roman." 

"Finally,  with  the  understanding  and  sense  of  the 
dramatic  in  the  situation,  which  we  have  got  by  working 
the  sentence  out  as  Livy  wrote  it,  compare  the  perver- 
sion of  it  which  we  get  by  working  it  out  correctly  on 
the  first-find-your-subject-of-the-main-sentence-and-then- 

your-predicate,  etc.,  method:  the  lictors  seenro  tho 
issassins  as  they  run  away,  when  those  i\  Im  wii^' 
Muiidiii^  b:>  liad  caught  and  supported  ihi  lying 
Tnrqnin.  The  facts  are  all  there,  but  the  style,  the 
soul,  is  gone." 


K 


28 


THE   ART   OF   READING    LATIN  : 


Then  I  at  once  bring  what  we  have  learned  to  bear 
by  giving  a  piece  of  blank  paper  to  each  student  and 
starting  out  upon  a  new  sentence,  which  shall  involve 
what  we  have  just  seen,  together  with  some  fresh  mat- 
ter. The^  questions  are  carefully  studied  and  written 
out  in  advance,  and  the  place  of  each  is  incHcated  to 
me,  in  my  prepared  manuscript,  by  a  number  attached 
to  the  Latin  word  concerned,  as  if  for  a  foot-note.  As 
each  question  is  put,  the  number  is  at  once  written 
down  by  each  student,  and  his  answer  written  out. 
Afterwards  my  assistant  carefully  goes  through  every 
j)aper,  and  with  a  colored  pencil  marks  every  error,  for 
my  own  guidance,  and  for  the  subsequent  study,  peni- 
tence, and  profit  of  the  writer.  The  following  is  an 
example  actually  used,  from  Livy,  21,  53.  The  answer 
that  should  be  written  is  given  with  each  question. 

Hannibal^  cuin^   quid^^seiso  optinniiiii^"i2   foret^^ 

ullaiii    spein^^i^    habebat^^ 

.25       2G     cOllSUles2"28293031 


hosti^"*    ceriieret,^^  ^^    vix' 


32 


1.  Construction? 

Subject  of  a  verb,  either  subordinate  or  main. 

2.  Part  of  speech  V 
Preposition  or  conjunction. 

3.  Cum  was  what  part  of  speech  ? 
Conjunction. 

4.  Construction  of  Hannibal? 

Subject  or  predicate  nominative  of  verb  introduced  by  cum. 

5.  Quid  is  what  part  of  speech  ? 
Interrogative. 

6.  Construction  of  the  verb  to  which  quid  belongs? 
Subjunctive  of  indirect  question. 

7.  General  nature  of  meaning  of  verb  introduced  by  cum? 
Some  meaning  that  can  imply  a  question. 


f 


HOW    TO   TEACH    IT. 


29 


8.    Case  of  quid  ? 

Nom.  or  ace.  neut.  sing. 
IK    Construction  of  quid  ? 

Subject,  predicate,  or  object  of  finite  verb  or  infinitive;   or 
ace.  of  specification,  the  so-called  adverb. 
10.    Case? 

Xom.  neut.  sing.,  or  ace.  masc.  or  neut.  sing. 
i  I.    Construction  ? 

If    neut.,   agreeing  with  subject  or  object  of    verb,   or    in 
predicate.     If   masc,  agreeing   with   object  of   verb,  or 
with  subject  or  predicate  of  an  infinitive. 
12.    What  constructions  may  follow  to  complete  the  meaning  of 
optimum  ? 
Dat.  of  the  person  for  whom  something  is  optimum,  or  abl. 
of  that  with  respect  to  which  something  is  optimum.    (It 
is  worth  while  to  have  those  two  possibilities  pal,  for  the 
great  class  of  words  of  which  optimumi  is  a  specimen.) 
Where  made? 

Imperfect  subjunctive.     (Reason  already  given  under  6.) 
Construction  ? 
Dative  after  optimum.     (Reason  given  under  12.) 
15.    Where  made,  and  introduced  by  what? 
Imperfect  subjunctive,  introduced  by  cum. 
Construction  of  Hannibal? 
Subject  of  cerneret. 

Vix,  hardly,  has  a  negative  feeling.     In  such  a  connection, 
what  would  be  the  pronoun  meaning  any,  and  what  the 
adjective?     (Probably  nobody  knows.) 
QuisqucL^«jillus. 
18.    Construction? 

Ace.  sing.,  object  of  verb,  or  subject  or  predicate  of  infinitive. 

10.    Spes,  just  as  much  as  spero,   indicates  a  mental,.^iQ^ivity, 

and  we  shall  probably  find  something  else,  completing  its 

meaning,  the  object  of  the  spes.     What  will  be  the  case 

(a)  if  the  completing  word  is  a  noun  ? 

Objective  genitive. 

(h)  If  the  completing  word  is  a  verb? 
Objective  genitive  of  gerund  or  of  gerundive  with  noun,  or 
future  infinitive. 


13 


11 


10. 


17 


30 


THE    ART    OF    READING    LATIN 


HOW   TO   TEACH    IT. 


31 


20.  Subject  is  what? 

A  pronoun,  repeating  Hannibal. 

21.  Part  of  speech,  and  simplest  meaning? 
Adverb,  meaning  blindly. 

22.  Bearing  in  mind  that,  in  the  ordinary  Roman  habit,  words 

were  placed  in  anticipation  of  those  which  they  modify, 
not  after  them,  what  do  you  feel  about  temere  ? 
That  it  modifies  the  expected  object  of  spem,  which,  conse- 
quently, is  a  verb. 

23.  Probably  introduces  what? 

Another  adverb,  corresponding  to  temere. 

24.  Write  an  adverb  to  mean  not  looking  ahead. 
Improvide. 

25.  Write  nom.  or  ace.  neut.  sing,  meaning  anything  (in  one  word). 
Quicquam. 

26.  In  what  case  is  that  word  here,  and  with  what  verb  is  it  con- 

nected ? 
Ace,  connected  with  a  verb,  which  verb  must  dej^end  on  spem. 

27.  Where  made,  without  reference  to  context? 
Nom.  or  ace.  plur. 

28.  Where  made,  with  reference  to  context?  and  how  do  you  know? 
Ace,  because  habebat  is  sing. 

29.  Meaning  of  this  accusative? 

That  consules  is  subject,  object,  or  predicate  of  an  infinitive. 

30.  Relation  of  quicquam  and  consules  to  each  other  ? 
One  the  object,  the  other  the  subject,  of  the  infinitive. 

31.  Complete  the  sentence,  using  a  verb  meaning  do. 
Acturos,  with  or  without  esse. 

32.  Write,   in  the  best  English  you  have  at   your  command,  a 

translation  of  the  sentence. 

"  Now,"  I  go  on  to  say  to  my  students,  "  you  are  to 
commit  this  sentence  to  memory,  and  be  ready  to  give 
it  fluently  in  the  Latin  when  we  meet  next.  And  in 
the  same  way  you  will  commit  to  memory  every  pas- 
sage we  so  use  in  the  year ;  and  at  each  term  examina- 
tion you  will  find  yourselves  called  upon  to  write  one 


of  these  passages,  still  from  memory.  Further,  and 
still  more  important  than  this,  never  again  pick  out 
your  subject,  your  predicate,  etc. ;  but,  in  preparing  your 
daily  lessons,  do  just  what  we  have  been  doing  this 
morning,  except  that  you  are  not  to  translate  any  sen- 
tence, or  any  part  of  any  sentence,  until  you  have  gone 
through  the  whole  lesson  in  the  Latin,  and  got  all  the 
meaning  in  your  power  out  of  it.  I  give  you  a  short 
lesson,  and  I  shall  call  upon  one  man  and  another  to 
take  up  a  sentence  and  go  rapidly  through  it  as  Latin, 
word  after  word,  as  we  have  just  now  done,  telhng  us 
precisely  how  it  should  be  thought  out.  In  preparing 
your  lesson,  in  order  to  be  sure  that  your  eye  does  not 
stray  and  run  ahead,  cut  out  a  piece  of  flexible  paste- 
board, or,  until  you  can  get  pasteboard,  a  piece  of  stiff 
writing-paper,  as  long  as  twice  the  width  of  your  printed 
text,  and  two  or  three  inches  wide.  Cut  a  strip  from 
the  top,  running  along  half  the  length,  and  deep  enough 
to  correspond  to  precisely  one  line  of  your  text,  includ- 
ing the  space  that  belongs  with  it.^    Use  this  piece  of 

1  At  the  meeting  of  the  Philological  Association  at  Ithaca  last 
summer,  Professor  Gildersleeve,  in  the  course  of  some  remarks  upon 
the  reading  of  Greek  and  Latin,  expressed  himself  with  great  severity 
in  regard  to  the  habitual  way  of  doing  the  thing,  and  suggested  that  i( 
would  be  desirable,  in  order  to  force  students  to  accept  the  order  of  the 
original,  to  require  them  to  read  through  a  hole  in  a  piece  of  paper, 
^or  with  a  notched  card.  The  method  urged  in  the  present  pamphlet  is 
practically  so  entirely  identical  with  the  results  that  would  flow  from 
Professor  Gildersleeve's  suggestion,  that  nothing  but  the  fact  that  this 
method  was  already  substantially  in  print  in  the  Cornell  University 
Register  for  1885-6,  and  in  the  special  announcement  of  courses  in 
the  classics,  could  save  this  pamphlet  from  the  suspicion  of  being 
merely  an  expansion  of  Professor  Gildersleeve's  hint.  The  same  thing 
holds  in  regard  to  the  admirable  injunction  in  the  preface  to  the  new 


!     I 


32 


THE  AET  OF  EEADING   LATIN: 


paper  in  such  a  ^vay  as  to  expose  just  one  word  at  a 
time  together  with  which,  of  cou.^c,  will  also  be  seen 
uU  the  words  preceding;  tliat  is  to  say,  as  you  tliink 
about  one  word  after  another,  pushing  your 'aper  on 
you  n-d  constantly  see  all  of  the  sentence  tlL  Z 
travei-sed,  without  being  able  to  look  ahead  » 

At  the  next  meeting,  the  class,  thus  prepared,  recites 
as  described,  a  number  of  students  attempting  L  show 
I'l-ocsoly  .vliat  mental  processes  one  should  g^  tJirou.ri, 
m  taK.ng  up  the  sentences  of  the  lesson.    At  the  ne'^-t 
but  one,  and  thereafter  throughout  the  Freshman  year 
all  ooolcs  bemg  closed,  the  instructor  reads  the  v'vu-^v 
losso,,  nlo„,1,  .nth  all  the  cirectiveness  possible  to  him 
one  sentence  at  a  time,  casing  for  a  translation  of  it 
from  uaoand  another  student.^    As  u  prepamtio,,  l.r 
this  exercise,  each  student  is  urged  to  read  the  rev,,  u- 
aloud  a  number  of  times  in  his  own  room,  doing  l.s 
author  as  much  justice  as  possible. 
,       -U  every  exercise  during  the  year,  except  the  special 
^^eekly  exercise,  a  number  of  sentences,  invpJa  by 
the  mstructor,  and  based  upon  the  text  .hkiJ  xeudin^ 
at  the  time,  are  given  out  to  students,  to  bo  written 
upon  he  boai-d,  in  tlie  English  :uul  in  Latin,  while  the 

iMow  as  the  instructor  reads  it;   and   when  the  work 

edition  ol  U,o  Allen  and  GrcenouKh  Cicero.  „ubli,l,od  in  Mav  1880 
As  u  ,s,  Lowever,  U  appears  that  ...e  essential  „i,„  „f  „.„  n.cU.od  of 


now  TO  TEACH   IT. 


33 


upon  the  review  is  over,  these  Latin  sentences  upon  tlie 
tiuard  lire  criticised  by  liie  chiss.     1  touch  upon  a  vwy 

serious  affect  in  most  of  our  pm^panilory  schools  when 
I  S4iy  that  fnm.i  bofiiiming  to  vnd  tiiere  should  nover  be 
a  rtxatatinii  iii  a  fonHpi  lan^uagi^  without  wntleii  or 
oral  trajisiaiiuii  mlu  that  kuiguage. 

¥ijr  tlio  s{>ecial  weekly  exercise  described  above,  there 
can    In}  no  ooiisulorahle  preparation   beyond  incessant 
^  failhfiihipss  HI  tiie  daily  'work.     Tiie  tiiiio  thus  left  free 
I  IS  utilizrMj  Hi  the  preparation  of  a  formal  written^  trans- 
I   k,itaoii  i)f  a   ronsideral)h^  ])iece  of  En^hsh  based  upuii 
tin' J^atin-xecently  read.     (It  will  be  seen  that  no  text- 
book in  coinpt»3ition  is  einph  y^^.'^     The  exercise  handed 
in   i)V  each  stiah/nt   is  aJaerwanls  looked  through,  and 
retunieVl  t^j  him  at  the  next  nieotmg  nf  the  class,  with 
all  viTt^i^  inarki'ik. 

The  writing  of  tlie  Latin  sentence,  one  word  at  a 
tiiiip,  iiiH-.!i  the  board  m  the  special  weekly  exercise 
which  has  h^M^n  described  above,  gives  pkice  in  a  lew 
weeks  to  the  cnrresponihng  dictation  of  one  wonl  at 
a  tiineru7*T3e~written  n|H>nbhis  f^Jiper  by  the  stud»n]t, , 
\  th,e  ([uestioiis  being,  uf  couiise,  given  as  before.  The 
ext-nnse  changes  constantly  in  character  bv  tne  ib-op- 
]nuiz  of  (luestioiis  witli  whtch,  the  students  liax'i 
cone*  familiar,  and  th(3  bniiging  in  of  questions  in 
iic^  new  ])ri!iciple^.  Meanwhile,  the  examination  o-t  the 
i)a])ei'S  written  sliows,  from  week  to  week,  just  wiiere 
each  studtMit's  weakness  lies.  In  no  l^uig  time  all  the 
constaiiib  n  urnim  constructions  have  become  familiar 
as  ]n^c!  a  al  working  allairs.  Then  (and  this  time  pro]v 
erly  comes  somewhere  near  the  end  of  the  lust  thin! 
of  the  year)  I  cease  entirely  to  have  the  Latin  written, 


u>. 


V  ( }i\  ' 


34 


i.,-4 


I 


THE   AET  OF  READING   LATIN ; 


•r.aeu  ans,vors,  here  and  thefe  ^rn  T'''""''  ^''^ 

"^"'■.•■AM.se  instructive  Aff^n  n  .P^,'"'"  ''angercus  or 
1^-  been  gone  through  tlTinlV'"''  "'  *^^  ''"^-^-« 
again,  one  sentence  ^t  a  t  e  Ud  IT' %'/'  "  '^'^'■■■'  ^1^ 
>«  made  by  each  student     tL  "  '^"  ^'-^"slation 

^  «^J«tcd  fro,n  the  book  wliich  ti^H ^"^ •''''  eo,n,„onIy 
"«^  V.  ,,•  r,,,  i„  advance  of  til  f '''  "  '''"'"'-  ■■'^"' 
otLer  lessons  of  the  Ck  Tl  "j''"'"  ''''''^'^  "»  the 
to  select  a  passage  wltt  a  dr  ?  '^''  *'  "'"  "^^  ^"^^^^ 
iag  close.     F..,.,r  ,!„,    ^ /^^f^'^^t'c  or  ..tl„,,,vise  strik- 


ing close.     Kach  Ave°k    i,  .7",     or  uti„,nvise  strik- 

^^'^-^  -IS  already  sa;,i,  (|,p  ^hole  of 
ofJha.preyious  week  i..  n,«„ .:,-.T-i^2i£_2L 


-or>i..  niSEng-a^C        f'^^^ift;^-  ^^  ^  n.^^^H^ of 
tl.e  careful  b;ian-cing-/n  tie    i'.i'°"^^^^t^^  ^^''^^^' 

.ludent  is  gaining  a  worki^fn:    ,  '  '"""  *^^' 

^  ^f<i  from  the  True  ItanX^-nt" fT  t>  :'^'  ^  "^^  ^^  ' 
of  coUego  work,  namely  a^  .,  ,„L.,  :"^^'  i""i'^^cs 

meaning  from  o;o  „n.  ?'  '"^'■•'''^"'s'n  f' r  conveying 

point :  .  .ainingfiStv  w;;r;i*  "''  ™°^*  ^^«"°""^a] 
j-throughout,  in   order  fr.  i  ^^^^^^S  vocabulary, i     .\n.i 

'^'-thatt];eain        'tirwhlr^-^'""^  '"  "^'^   ^'- 
1  uio^vliolc  Lusmcss  is  to  leaz-,i    -,. 

1  T'  "^ 

«n'l  oach  student  then  writer^l  ^'""^  ""''  ""'""«  repetition 

produce.  "'""='  "  '^on.plete  a  rtfsu.ne     f  u  ./^e  !.»' 


HOW  TO  TEACH    IT. 


35 


/ 


read  Latm,  occaaonal  exaii.inatiuns  ;ii  translating  neTv 
MiJi-Jromatext^ or  printed  j-aper  are  Leid  duriii. 
tlieierraias  of  course-they  sl>uu!d  he  upon  anv  svaten,^' 
a.ul  at  the  end   „f  each  tenn   ,i,e   i\m   exercke 'at '<',o 
in.al  exa.nmaiion  is  translation  at  iicanng,  tl^e  secxind 
exercise  i.  isan^lauon  at  sight,  the  third  exercise  is  trans- 
lulR.n  at  s!d,i  from  Englis!,  i„fo  T:Stmrthe  fmirth  i.s  Hu. 
^vi-iling  o!  one  of  the  passj.ges  meinorizeu  durln.^  the 
f'-'-'"  ;  and  not  until  tiiis  is  done  dues  Uie  student  proceed 
to  an  exercise  in  translating  and  mmnn.nt.n^^  u„on  pas- 
sages rend  dnrin-  the  term.    Moreover,  the  greater  p;,r' 
of  the  grammatical  questions  of  the  paper  aie  se!    n-  .' 
upon  pussages  read  during  the  term,  but  nnon  the ^,..s■ 
.^.g...^  given    fe.r  the   Ih^t   time   at   the  examinatiun,; 
I  namely,  the  passages  Uj  be  translated  at  hearing  and 

Ju  the  second  year,  the  aim  of  gaming  in  po.ver  to 
read  at  sight  is  constantly  held  up  before  the  students 
and  occasional  ^^ritte„  examinations  In  reading  at  si-ht 
are  given  through  the  term,  while  the  iirst  exercise  ^set 
at  t!,e  examination  at  the  uui  of  the  term  is  alwayc 
translation  at  s^^d.t.     A  proper  s.ij.plemcnt  to  tins  is  an 
elective  m  the  sp.  al<ing  and  writing  of  I^itin.     In  ih^  ' 
s.-<  e,n,    and  third  terms  of  the  second  yeax,  udnch  arc 
.■.  ..V  devoted  to  Horace,  considerable  quantities  .an  bo 
read   ^Mtn  a  good  deal  of  memorizing;  and  the  treatment 
can  h..  made  almost   -.-holly  literary.     That  carri(>s  us    ' 
through  t  he  Soi.homore  year,  and  to  the  bcginnii,,'  oi  tlie 
eective  work,  taken   h^^  Juiuoi^  and  Senir,,^  tr!:.,her 
Jkre  iraiislatam  at  the  daily  lesson  ends,  except  in 
those  mre  cases  ivhere  the  meaning  of  a  dillicult  na^- 
sage  cannot  ho,  given  by  explaining  the  frrammaticn) 


86 


THE  AET   OF   READING   LATIN  I 


HOW   TO   TEACH    IT. 


87 


i-^.. 


I 


['■f.4   • 


I .,«-' 


structure,  or  by  turmiig  the  passage  into  some  otlier 
lu!  Hi  in  Latin. ^     translations  are  written  at  occasional 

exercises  held  for  that  purpose  ciuniig  the  itriii,  imd 
al  wMvs  11  lake  a  part  of  the  final  examination,  so  luat 
evi'i-y  sluilem  ieuis  bound  to  uiidrM-staiid  his  author. 
iiUt  the  students  are  urge<l  nnl  to  havf  aiiytiiing  to  di) 
w'iili  English  in  preparation  for  their  daily  lessons  or  for 
the  iiiial  ex.uuinaiiou,  but  Lo  prepare  to  read  the  Latin 
(f.v  ///t7v/////v„\  witli  the  utmost  skill  in  rendering  their 
author  tiiat  they  can  acquire. 

In  all  niy  teaching,  two  exercises  stand  out  iroiu 
the  rebl,  as  giviiiir  m.e  special  ii<'h*:'it  tiirnu^^-ii  iho  inter- 
est and  rneiitai  activity  of  my  stud<;nts:  lii^i,  tlie  exer- 
cises With  the  Fi-eshmen,  wdiich  I  h:t\-f  described  as 
carried  on  weekly  by  myself;  second!},  an  «  xercLse  sueh 
as  I  carried  on  with  an  elective  class  recently,  whePi,  at 
tiie  end  of  a  tenn  sp^-nt  iir>on  Plautus,  1  read  a.  new 
play  straight  through  m  the  Latin  (the  students  follow- 

^  Tlio  preparation  indicated  has  been  leading  for  some  years  toward 
the  dropping  of  translation  at  tl  v  suuly  recitations,  and,  indeed,  1  have 
always  endeavored  to  secure  time  towar  i  tlu  vi\d  <>(  the  hour  in  which 
to  read  on  in  advance  to  my  students,  without  translating.  But  I  should 
not  have  had  the  courage  in  the  present  year  to  hreak  with  translation 
in  the  class-room  in  advanced  reading,  had  it  not  been  for  the  assur- 
ances given  mo  by  Professor  Greenough,  founded  upon  his  own  exper- 
iments in  doing  this  precise  thing.  My  experience  in  the  past  term 
has  been  so  gratifying  as  to  lead  me  to  desire  greatly  ihat  Frofessor 
Greenough  might  set  forth,  in  accessible  form,  the  great  advantages  of 
the  system  for  students  properly  trained  for  it.  Meanwliilc,  let  me 
pfi  inise  that  the  delight  of  this  method  of  dealing  with  a  literature  — 
the  charm  of  direct  communication  with  the  author,  of  feeling,  in  fact, 
the  very  untranslatableness  of  diction  and  style  —  cannot  be  fancied  by 
one  who  has  not  made  the  experiment ;  always  supposing,  of  course, 
that  the  class  has  been  trained  in  advance  and  brought  to  the  point  at 
which  such  reading  is  made  x)ossible. 


- 


m<^  nie  in  their  texts),  without  translation,  and  T\4tli 
very  littk  eomnieni,  moving  at  about  the  rate  at  which 

one  would  move  if  ho  were  reading  a  new  play  of 
Siiakespeare  in  a  siniihir  way;  and  felt  my  audience 
res|H)nsi\«  ,  even  to  tlie  extent  of  occtisional  laughter 
iliixi  (hiecke4i  -as  iur  a  niumeiiL,  lo  iieaii}'  everyliiing  iii 
our  a utlitir  that  wonlfl  have  been  intelligible,  without 
special  explanation,  in  an  ihighsh  translation. 

Finally,  if  ViU  avsk  nie  whether  this  method  which 
1  have  been  describing  dues  not  take  a  great  deal  of 
tmie,  I  shall  answer  that  the  amount  of  Latin  read  in 
the  first  term  is  much  smaller  than  in  the  c^nhnary 
\Vci)y  1  ui  that  the  power  to  read  increiuses  rapidly,  ami 
that  the  total  (jiiaiitity  read  m  the  iirst  year  is  some- 
what greater  than  ^m  the  common  system,  considerahlv 
greater  in  the  second  year,  and  in  the   elective  years 
altogether  greater ;  to  say  nothing  of  the  nmcli  juster 
imflerstandimr  of,  ami   more  intimate  feehng  for,  ins 
ormmah  ami  the  miieii  keener  dehght  in  reading,  gained 
In'  the  student  ^vle)  |)ursues  this  method.     Eut  tiiere 
IS  uuc  thing  more  to  bo  said  about  this  kind  of  work, 
this  traininrr  of  the  student  to  read  Latin  rapidly,     ic 
is  not  the  work  of  the  miiversitiea  at  all.    In  the  univer- 
sities, men    should   not  learn  how  to  read  Latin,  lent 
should  rea<l  ii.     it  should  be  my  ollice,  for  instance,  to 
iiiakt^  them  acquainted  with  tlie  body  of  the  hterature, 
to  nmkt'  ihian  kimw  it,  at  any  rate,  and  love  lU  if  pos- 
sible,     hint  the  ollice  of  preparinir  them  in  dn  this  l)y 
iraamn*:  ihem   to  reaii    ordinary   Latm  with    ea.se    and 
v,|itM,H!  I.M';une"s  to  no  college  instnictor,  hnt  iv)  tlie  seiiouls 
of  whidi  vmi  have  charge.     T  v;hoUy  beheve  that  t!ie 
application,  from  the  very  first  day  of  rea^ling  a  Koman 


38 


THE   ABT   OF   READING    LATIN; 


HOW   TO   TEACH   IT. 


39 


u-'-* 


sentence  of  one  word,  of  tuc  iaetliod  l,,,-,.  described 
would,  without  adding  a  ,lav  to  tl,e  length  of  time  iriveu 
to  i.r,.|,arat;on  for  college,  uialce  a  young  .stiulent  able 
at  tiio  begmnmg  of  his  Freshman  year,  tu  read  l^m 
v-;n  more  ease  and  speed  than  arc  my  blu.lonfs  at  tl,,. 
:,"'  ''^  '''r:!"  ''^^'  "othingof  the  greater pieasur..  whn  u 
they  woua;  have  in  their  work.    And  I  am  not  lu.hir- 
ir.Hii  my  experience  in  unive.^ity  teachin.-  alo^u'iur 
nus  very  method  of  teaching  L,..  been  uso.i  i.v  st„,lents 
ot  myoAu  upon  young  pupils,  of   varying  abinty    in 
prqaiaiion  for  coUege,  and  -.viih  results  that  fulh  co„- 
finr;    „y  belief.    Nor  are  the  young  j.upils  (1,;  .,,],. 
pmeis.     The  teacher  luiaself  will  be  ..rpns.  ,1  v,  s.:,. 
how  mucii  more  pleasure  he  feels  in  his  work;  a.ul   v 
he  keeps  up  his  reading  of  the  Latin  hterature.  as  ali 
teachei-s  of  course  endeavor  to  do,  he  will  be  .surpn.s.,! 
t»  im.J  how  his  mte  of  speed  will  increase.     An.l  ti  .■ 
method  Itself  wiU  give  him  no  trouble  to  learn;  for  in 
the  very  act  of  preparing  papers  for  examinations  of 
this  sort,  or,  at  the  worst,  of  conducting  urai  exerc.-ses 
without  preparation,  tlie  teacher  wiU  very  soon  have 
taught  himself  the  whole  art. 


.|i^' 


.'»'■ 


SUPPLEMENT. 

T  >  tho  preceding  address  —  long,  and  yet  too  brief   - 

I  wish  to  add  two  things:  further  specimens  of  pai>er8 

aclualh-  ein|)luyea  by  myself  with  a  Fresliiruin^  class, 
and  BUggestions  f^r  the  application  of  tiie  ]iieth,()d  in 
tho  premira.torv  hvIkhiIh. 

At  tliis  point,  1  should  advise  the  wearied  reader,  if 
he  feels  some  royifidencc  m  the  method,  to  lay  the  pam- 
phlet aside  and  make  experiment  himself  with  a  class, 
retunnii^  tu  the  reading  after  lie  has  come  tc  he!  an 
interest  111  furtiier  suggestions  of  detail.  As  f^r  the 
u.aj'iwl  reader  that  does  not  feel  this  confidence,  he 
WiU  ivaddy  lay  the  [>amphlet  down  imadvised. 

SFECLMKNS  OF  PAPERS. 

Ill  giving  in  this  way  details  of  the  system  on  which 
my  own  work  is  conducted,  I  do  not  feel  that  1  owe  an 
apology.  One  who  proposes  a  method  iiuist  iiave  a 
vt  1  y  sohal  basis  for  his  proposal.     This  basis  must  be 

an  px|H'rience  of  the  i-lhra<'V  i>i  thai,  which  he  is  urging; 
and  this  experience  shtiuld  h.^  given  with  the  grealest 
cleanness  and  dpfhiitont'ss.  it  is  to  he  wisiied.  indeed, 
that  teachei^  of  a  ^iven  subject  throughout  tlie  cuuii- 
trv,  in  ceiHeg*-^  and  scduiuls,  might  regard  tiiem,selves  m 
forming  one  boily  with  a  common  purpose,  and  that  a 
constant  inten'hanire  of  expera.mce  and  opini^in  miizht 
go  on  among  therm  alike  ui  matt€re  of  mvestigation 
'  and  matter  of  |>edagogy. 


I    ) 


Jl 


-if. 


40 


THE    ART   OF    READING    LATli^ ; 


F1;r 


It  should  be  remembored  that  the  papers  printed 
below  were  used,  early  in  the  Freshman  3 xai,  with  stu- 
dents wlio  had  prepared  for  college  upon  the  f;iin,liar 
and  tliuroughly  nn-Eoman  system.  If  stmit-nis  were 
prepruea  upon  the  right  method,  not  ont  m  tin  ^,f  the 
queslH.;iis  Iiero  indicated  would  iwr,l  lu  ha  a.^kfa,  and 
the  exercise  of  translating  at  heariii-  wuuld  be  a  rapid 
and  atU'active  affair. 

These  papers  were  given  to  tlio  Freshman  cla88  in 
.succession,  at  intervals  of  a  week,  in   the  uutunm  of 
1885 ;  at  which  time  the  work  of  the  other  recitations 
vi  the  week  was  in  Livy.     Tlio  constant  aim  -~^-~-and  the 
class  wre  so  iutnnued—wa^  tu  dnd  U>r  liiese  papers, 
as  given  week  after  week,   [);a,>;igr^,   u-im.-!-   w^uld  de' . 
niand,  of  them  a  praelieai  power  of  haiaJHiii^  construe- 
tion^  winch   had   In^on   discussed  ui  tii,'  uthor  fxertases 
vi  the  week,  so  lha,l   iheir  progress  should   tn,'  unt^  of 
constant  acquisition  without  loss;  and  it  was  ].ro*niised 
tiieni    thai   m   this  way  they  should   in   a  slmn    tiniti 
possess  a  ready  and  availaUe  Unniiiantv   ^vith  ad  the 
conmionly  recitiTirig  construetioas  t.f  tl,M>  la,!ii^ua;^v.      I 
iVu'ther  told  them  that,  since  I  siioidd  iiut   i^ive  tlu-ni  a,l 
'■^^^^^*^  ^'^*'^'^^-'5^^->  ^^i  translation   the  iiiritmnM- nf  myx  uwaxl 
^vhich  thev  had  evrr^  seen  haha-e,  they  Una  a  vrrv  ntroii- 
^'^'^■^'^^■■^"  ^''''  ^^^'^'^^'^:  ^'P  ha-  thcinsalvos  a  voeal,)ida,rv  liir<H.i<rh 
securin<r  ni  their  iirrnuay  o\aay  Latin  word  oeiajmn-ln 
tlieir  daiJy   wcaiv,  ajid  a.  vory  stroiur  reason   l^n^  pavhii^ 
^■^^;'"^"'"*'l^"  ^'art'ful  a!trn,hnia  hotli  at'aad  alter  the  r»thtT 
recitations  of  tia-  week,  to  any  exphnaiUons  <*f  na-anini^ 
'■'^'\'^^'^,  ''^  ^''^^^  ^^'-^^'^l  «.ilone,  or  in  connection  with  othei^ 
^'^^''-}^'^  ^^-^  it  ill  nieaiung  {e.g.,  to    aUus.  m    coiiiiection 
with  alftr  a,nd  ceteri\  whicli   mi^Al  sinidarlv  he  given    ' 


i 


1 


I 

I! 


HOW   TO   TEACH    IT. 


41 


to  them  at  tlie  ordinwry  recitations.    Nor  was  I  content 

'with  tins;  for,  hi  order  that  there  might  be  no  escape, 

1  pre|)ared  a  |)art]al  syUai)Us  (d  delinabk^  |)oints  empiia- 

V  -sized  in  the  wajrk  of  tht;  term;  and  (ine  of  these  wais 

jnirchaHed,  from  the  ollice  that  printed   it,  by  each  stiw 

dent  in  tfie  ckif^s. 

At  the  bet^nininK  *.)!   the  term,  thi'  work  of  th,e  ad~ 
vame  k^sson'was  lar/^tdy  dt^no  m  tiie  chiss-room.  mstruc-  . 
tor  and  instractod  wc.rkirm'  tocnahei'.     It  will  be  rightly 
inferred  from  tliis  that   thr  class  moved  slowly  at   the 
outset.     1  a,m  a.  thxvout  believer  m  ttie  reading  of  hirge 
quantities  of  the  ckissics;  indeed,  thai.  is.  m  this  present 
business,  mv  particuUir  and  precise  ami;  but  I  am  also 
a  bi'hevor  III  what  is  called  "  the  long  run,"  and  -  m  the 
long  run"  onlv  a,  sonndiv  tramed  man  gets  vory  far. 
In  "he  pndnnmary   training,  it  is  necessary  a,t^  first  to 
take  ag(HHl  deal  of  tnne  in  probing  t<^  the  timck,  some- 
tisiips  with,   crinsidenibie  distress  to   the  woukhbe  ath- 
letes, a  chi>^  of  new  students  Avho  have  beeu  carefuiiy 
traiivedtodisirat  and  maiigle  the  Imtm  sentence;  who 
ha,vo    necessardy   faded  to  a<?(juire  the  alert  and    self^ 
watcidul  iiabitsof  t bought  and  ol  suspended  judgment 
towducli  the  receivod.  method,  with   its  resulting  impa- 
Uvuvv  ti>  -  nad.e  seiiso;'  is  pnicticaJly  stnmgly  (a^Hised  ; 
whose  imuwiedgo  of  syntax  is  of  a  baclwhandtni  knuh 
pood  for  very  little  except  tu  -  parse "   with,  more  or 
less  meriiiimcallv  and  ineffcctuallv,  after  the  whole  sen- 
tence has  been"dnc:  out,  but  wtalh  nothing  as  yet  ^1  or 
the  current^  mtei'pretation  of  th,e  syntax  cd  word  alter 
word   hi  situ   in  the   progress  of   the   sentence;   and, 
finally,  some  of  w'hom  have  been  trainetl  to  pronounce 
Latin  on  the  English  method,  others  on  trie  Contmentd. 


m 


a 


r                   f 

i,    .     ;■ 

t 

i 

t 
ji.   •;' 

t. 

r 


""^^^     ■'; 


m 


te»? 


'1,1 


if? ' 


f  .;,■ 


fe; 


42 


TIIK    AUT    OF    KKADING    LATIN: 


and  others  on  one  or  anotlier  of  tliat  great  variety  of 
methods  passing  current  under  the  general  appellation 
or  *^  iionian,"  and  niaiiy  ot"  wIkmu,  accordingly,  lind  it 
very  diilicult  to  understand  a  word  of  one  s^dlable  as 
pronounced  by  my  assistant  or  myself,  — to  say  nothing 
of  a  word  of  two  syhables. 

Up  to  the  fourth  week  inchisive,  the  Latin  was  writ- 
ten upon  the  board  at  these  weekly  exercises,  one  woi-d 
at  a  time,  the  questions  being  put,  as  indicated  by  the 
footnotes  in  the  i)ai)ers  given  below,  at  one  point  and 
another  as  the  sentence  ])rogressed.  I'^or  several  weeks 
after  that  time,  the  Latin  sentence  was  written  by  each 
student,  one  word  at  a  time,  as  i)ronounce(l  hy  ihu  in- 
structor, the  questions  being  set  and  answered  iis  befoi'e. 
After  this,  the  writing  of  the  Latin  was  forbidden,  and 
the  passages  used  were  inter[)reted  only  as  /icard  from 
the  instructor's  readiuir. 

At  the  Jirst  interview,  the  chiss  had  worked  out,  as  it 
was  put  upon  the  board,  one  ^vord  at  a  time,  the  sen- 
tence in  Liv.  L  1,  5.  / 

Ibi  ejjrres>i  I'vuuitil,  ut  <|MilMiN  ab  imim^nso  pri^pe 
I'lToro  nihil  i»rat.lcr  arnui  vl  iia\4j.s  .suiierebset,  cum 
prat'dain  <  \  a-rls  n-(>rriit,  Latinii^  rex  Aborij^iiies- 
<iH»\  qui  I  mil  ca  hiK-hant  loca,  ad  arcendani  \im 
ad\i^uaniiii  armali  t  \   nvln^  atque  a;4ii.s  coinairruat. 

Ab  we  reached  the  i)oint .  .  .  ut  quibtin,  they  had  made 
out,  under  questioning,  that  uf  !nii;li!  be  (1)  a  conjunc- 
tion, in  which  case  qulbus  could  be  {a)  an  interrogative 
introducing  an  indirect  question  depeudnig  kjh  the  at- 
verb,  or  {h)  a  relative  referring  to  something  connected 
Avith  the  ut-\QY\)',  or  that,  on  llir  <.tlier  lunid,  'it  might 
be  (2)  an  adverb,  in  which  case  the  quibus-c\AU:.Q  must 


k- 


p;' 


•f^.i 


vj  ■     - 


■Ml 

V 

1  I 


H3 


now    TO   TEACil    IT. 


be  substantially  an  adjective  modifying  Troiani;  iit 
other  words,  a  character Iziiuj  clause.  In  this  (011  nee- 
tion  they  liad  been  told,  for  the  sake  of  liaving  the 
whole  matter  secured  for  their  repertory  of  combina- 
tions of  this  kind,  that  what  was  essential  in  this  latter 
case  was  the  charactei'i/Jng  clause  itself,  and  tliat  in 
strictness  no  intioductory  word  wiis  necessary;  if  one 
were  used,  however,  it  might  be  either  ut,  utpote,  or 
quipjje  'j  and  it  was  also  })ointed  out  ihal,  while  there 
were  three  possibilities  for  a.  cond)ination  like  ut  qulhns^ 
there  was  only  one  possibility  for  a  com  hi  nation  like 
utpote  quihus  or  quipjje  qulbus. 

Ab  we  reached  supere.sset,  iL  was  poiuLed  oul,  agaiiisl 
the  practical  hah-it  of  tliought  of  nearly  all  the  class, 
that,  since  in  hatin  the  common  practice  was  to  put  a 
modifying  ehiuse  or  pLii'ase  before  the  thing  modihed, 
the  chances  were  that  llui  (/w^'^iM'-clause,  if  it  shoukl 
turn  out  to  1)(^  a  chin'afteiT/ing  clause,  would  hear,  not 
\\\)K>\\  eqresai^  l>ut  upon  something  which  we  were  still 
to  wait  for.  (This  something  turned  out  to  be  cum  .  ,  . 
agereni,  —  tJie  natural  thlnyfor  destitute  men  to  do,) 

As  we  reached  .  .  .  cu)ii  jyraedam^  at  whieli  stage  it 
Avas  sure  that  cum  was  a  conjunction,  the  point  ^vas 
made,  tliough  ag<iin  against  the  sentiments  of  the  chuss, 
that  Trouii}}  was  the  subj(,H;L  ol  the  verb  in!  !'o(hu'ed  by 
cum^  since  the  Konians  were  fond  of  taknig  out  a  con- 
si)icuous  word  or  pi  1  rase  belonging  to  an  introductory 
temporal  sentence,  and  pulling  it  before  the  connective.^ 

^  It  luuHt  already  be  ajspannt  that  I  do  iioL  regard  tiie  "  Sauveur 
melhod"  as  siillicient  in  fiealinjx  with  a  language  so  difficult  as  the 
Latin,  and  in  a  cuiniiiunity  wlicre  no  amount  of  exertion  will  make 
Latin  tlie  hahitunl  incdiuiii   of  daily  sj)oo(;li.      Pait   i  ftcl,  Ticvortliclcss, 


■r_ 


j; 


■■w,. 


\  "■*■ 


t 


w% 


'?>«' 


%  ,-  •■I; 


'PI 


r  1 


■^\ 


r 
I 


^- 


<^^*<mmiiibimmtm»mi!m 


t.C 


^/ 


A.  **•• 


r'^ 


fci 


f 


tj- 


THE    ART   OF   READING    LATIN  I 


t'^'Tlie  passage  chosen  for  the  first  written  exercise 
turned  out  to  be  a  lillh^  too  (UlHcuIt  in  the  reasoning  at 
tiie  ct  cui  point,  though  it  had  a  certain  and  consiljia 
ble  usefulness  in  displaying  to  the  class  a  sentence  ut 
which  some  of  them,  though  knowing  the  meaning  of 
each  word,  and  though  able  to  "pai-se"  it  froin  begin- 
ning to  end  if  it  were  once  translated  to  them,  would 
yet  fail  to  com])rehend  the  meaning,  through  a  lack  of 
a  workbuj  knowledge  of  the  constructions  involved. 

First  Kxkhcisk  (bivy  I.  34,  7). 

[Tanaquil  kas  been  urging  upon  Lucurno,  who  Uvcb  in  Tarquinil,  that  he  would 
have  better  hopes  of  rising  iu  Home  ucvv  city,  and  points  out  that  Rome  has  apeclal 
advantages.] 

Facile^    persuadet^'^    iit^^    ciipido^'"    iHnionini     et^^ 


I'll  I  ■ 


rarqiiiniP'^  lual 


«'rna  ■ 


I  a  Hi  i 


;   :^ul)latis-^  itaquc  rebus^^  *^"  i  t>iaiiii^i  aiil 


1.  !May  be  citlier  of  ^vhut  possible  parts  of  sixjech ;  and  where 

inude  ? 
Adj.  ill  iiom.  or  ace.  iieut.  sing. ;  or  adverb. 

2.  In  what  way  will  the  person  who  is  persuaded,  if  there  is  one, 

be  expressed? 
By  the  dative. 

3.  In  what  way  will  that  to  which  the  person  is  persuaded  be 

expressed,  if  it  proves  to  be  (a)  a  pronoun  ? 

(/y)  a  verbal  idea? 
(«)  15y  the  accusative. 
(Jb)  By  the  infinitive,  if  it  is  a  statement  of  belief,  etc. ;  by  a 

substantive  purpose  clause,  if  it  be  an  act  desired  to  be 

brought  about. 

4.  The  suspense  about  facile  is  now  probably  how  resolved? 
The  writer  meant  it  as  adverb,  modifying  persiiadet 

that  we  owe  a  great  debt  of  gratitude  to  Dr.  Sauveur  and  iii?  tKinw,  r> 
for  their  insistauce  that  the  language  shall  be  treated  as  living,  aod  as 
intelligible  to  the  ear. 


/ 


.•Mi- 


i 


I 


HOW   TO   TEACH    IT. 


45 


1 


5.  What  constructions  will   probably  follow  ut,  if  it  is  meant 

(«)  as  conjunction  ? 
(/>)  aa  adverb? 

(a)  A  substantive  purpose  clause. 

(fc)  A  noun  (appositive),  adjective,  or  adjectival  phrase,  be- 
longing to  the  personal  subject  or  object  of  persiiadet, 
and  so  nom.  or  dat. 

6.  May  be  either  of  what  possil)lc  parts  of  speech,  and,  in  either 

case,  in  wliat  construction  ? 
Noun,  nom.,  subject  of  substantive  final  clause  introduced  by 
the  cnnjuuction  ut ;  or,  adjective,  dat.,  agreeing  with  per- 
sonal  object  of  persuadet,  and   introduced   by  the  ad- 
verb ut. 

7.  Does  it  call  for  anything  to  complete  its  meaning,  and,  if  so, 

what? 
An  objective  genitive. 

8.  What  three  uses  lias  the  word  et? 

(1)  Connecting  two  words,  =  and ;  (2)  as  the  first  of  two  ets 
=  ho(h  .  .  .  and ;  or  (3)  as  bearing  upon  a  single  word,  = 
nlsoj  even. 

9.  What  uses  may  et  have,  iu  each  case,  in  the  present  passage? 
It  may  connect   ciipido,  or  hoiionim,  to  something  yet  to 

come;  or  it  may  be  the  first  of  two  balanced  ets;  or  it 
•  may  emphasize  a  word  or  phrase  to  follow. 

What  is  now  the  probable  meaning  of  et,  what  its  office,  and 
what  light  does  it  throw  upon  cupido?  Mark  the  quan- 
tity of  the  i  in  the  last. 

And;  connecting  the  cui-sentence  to  cupidOj  which  is  an 
adjective. 

if  this  surmise  is  right,  then  what  part  of  speech  will  the  cui- 
sentence  be  equivalent  to,  and  by  what  mode  will  this 
meaning  be  expressed  ? 

An  adjective;  expressed  by  the  characterizing  mode,  llie  sub- 
junctive. 

Is  name  of  town  in  nom.  pL?  AVhat  three  possibilities  of  con- 
struction ? 

Subject,  predicate,  or  in  apposition  with  the  one  or  the 
other. 


10 


li 


o 


fc!!^;.- 


t-,\> 


.•  .  . ,. 


w 


:  -r 


f  V  ^\ 


i.'.'*  I 


*; 


i    i  %J         «   <»  M     I 


e\  »*  m  I*' 


y»  A 


^  £:  lat  w%  m    J, 


.•#* 


*,t^i 


^J 


if^J 


I 


■  f' 


46 


THE   AUT    OF   READING    LATIN  : 


18 


10. 


13.  Part  of  speech  and  possible  cases? 

Adjective,  iioiii  sing,  funi.,  al)l.  sing,  feni.,  nom.  or  ace.  neut.  pi. 

14.  i\Ieaning  of  its  position  before  its  noun? 
Tliat  it  is  emphatic. 

IT).    Possible  parts  of  speech,  and  corresponding  meanings? 

Adjective,  meaning  so  great,  or  adverb,  meaning  to  such  a  de- 
force, or  fo  such  a  <Ir.f/rcc  and  nn  further,  i.e.  ordy. 

16.  In  the  last  sense,  what  arc  its  synonyms? 
Solum  and  inodo. 

17.  Wliat  part  of  speech  was  tantum,  and  what  did  it  modify? 
Adverb,  modifying  inaterna. 

Probable  construction  of  patria  and  of  Tarquinii? 
Tarquinii  is  i:)robably  subject  of  the  cui-verb,  and  patria  its 

predicate. 
Write  the  verb. 
Esset. 

20.  Wliere  made? 
Participle,  dat.  or  alil.  pi. 
Possible  cases  ? 
Dat.  or  abl. 

Probable  construction  ? 
Ablative  absolute  with  sublatis. 

23.    The  place  they  go  to  is  Home.     Complete  the  sentence  in  two 
ways,  usini^  urbs  in  one,  and  Roma  in  the  other. 
Ad  urbem ;  Romam. 

21.  Translate  the  passage. 

Second  Exercise  (Livy  I.  9,  1). 

[Ilomulurt  liaR  enclosed  a  groat  space  with  his  fortilicatioDH,  and  gathered  a  crowd 
of  rcfiigccH  into  liiH  new  city. J 

I^i'is   t'*'^'    Kotttan.r  :td<'o"  *T;t{.-'    \aii«!a,  ill   cuililH't^" 

liml  iiiiai-unr     riwtaLiiin     brlio^^^^^     }>ar--^'^    ;     sv.d 

jMim  i  ia^'*  ^^  inuii(M-nm    luHniiif^  jiriaU  la'"'  duratiira^"^^ 


21 


t|  n  (  ln|>'--- '-■'-* ->^-»       IHH''^ 


U  <  ' 


:28 


Hii'^     spcs^'*    i-Tolis     nee     rum     Inutiiiii.s     coiuibiu''^-' 
.31 


k ;?  V,:-: 


u 
Z 


HOW    TO   TEACH   IT. 


47 


1     I'ossible  cases? 

Nom.  sing.,  nom.  or  ace.  pi. 

2.  Probable  case  and  construction  of  res? 
iSom.,  subject  of  main  verb. 

3.  Commonest  meaning  of  adeo?  and  how  must  its  meaning,  if 

completed,  be  completed  ? 
To  such  a  degree ;  by  consecutive  ut-sentence. 

4.  ^Meaning  of  the  tense? 

State  of  affairs  at  the  point  which  the  story  has  reached. 

5.  What  two  parts  of  speech  are  capable  of  completing  the  sentence? 
Adjective  and  participle. 

C.    Part  of  speech?  what  other  word  is  substantially  equivalent? 
Indefinite  pronoun  ;  cuivia. 

7.  liuw  are  we  to  think  of  the  meaning  of  case? 
As  some  aspect  of  the  indirect  object. 

8.  Suggests  the  beginning  of  what  construction? 
Partitive  genitive. 

9.  Possible  cases  and  possible  constructions? 

Dative  of  some  aspect  of   the  indirect  object,  or  ablative  in 
some  instrumental  aspect. 
W.    Can  cuilibet  go  with  bello,  and  why? 

No;  for  the  partitive  genitive  shows  that  cuilibet  refers  to  a 

civitati. 

11.  Then  is  bello   more  likely  to  turn  out  to  be  a  dative,  or  an 

ablative  ? 
An  ablative. 

12.  What  suspense  about  Livy's  meaning  is  now  resolved  ? 
Cuilibet  is  the    dative  of   the    indirect  object   to  whicli   ihc 

quality  ui    par  is  directed,  and  bello  is  the  al>lativo  of 
resixict  for  par. 

13.  Write  tlie  ]>redicate  from  buih. 
Esset. 

1  1.    1'  s^ible  cases? 

X'  -n.  or  abl. 
1  '.    if  the  idea  is  completed,  by  what  case? 

Objective  genitive. 
16.    Possible  meanings  of  the  case? 

Duration   of  time,  appositive,  object  of  a  verb,  or  subject  or. 
predicate  of  an  infinitive. 


i-i 


:s^ 


r#.i 


i^ 


K^atrfWK 


^^^^P 


ki"^ 


^■'A 


.  i 


I 


k 


I 


i  i 


r  't 


■•I 


^- 


V  Jw.. 


48 

17. 
18. 
10. 

20. 

21. 
22. 


24. 


26. 


27. 


28. 

on 

•at/* 

30. 
31. 


Tm-:    AKT    OF   KKADING    LATIN  : 

Probable  meaning  of  case  of  aetateni? 

Duration  of  time. 

What  two  possibilitiea  for  tlic  government  of  duratiira  ? 

That  it  belongs  (I)  to  peiiuria,  or  (2)  to  something  not  yet  arrived. 
What  do  we  now  feel    about  the  case  of   peimria.  and    the 

meaning  of  that  case? 
That  it  is  an  ablative,  expressing  the  cause  of  duratm  i, 
AV'rite  predicate  from  sum,  choosing  the  tenso  with  care. 
Erat. 

Conceive  of  quippe  as  an  adverb,  meaning  indeed,  in  fact. 

What  is  the  probable  nature  of  the  quibus-sentence,  and  what 
its  construction.'* 

Adjectival,  i.e.,  a  characterizing  sentence  in  subjunctive. 

What  must  be  the  underlying  relation  between  the  condition 
of  affairs  which  we  shall  find  expressed  in  the  quibus- 
sentence,  and  the  condition  of  affairs  expressed  in  the 
main  sentence? 

Causal. 

What  is  the  antecedent  of  quibus? 

The  people  to  whom  the  magnitudo  belonged,  the  inhabitants 
of  the  town. 

Possible  cases? 

Dat.  or  abl. 

Quibus  indicates  persons.  How  does  that  narrow  the  possi- 
bilities of  an  ablative  construction  ? 

It  can  be  only  abl.  absolute,  or  ablative  dependent  on  a  com- 
parative or  some  word  like  fretus  or  contentiia,  or  abla- 
tive of  source  with  some  word  like  genitua,  oitua,  uatus. 

What  is  sure  about  nee  ? 

That  it  balances  a  later  nee  or  et. 

Construction  ? 

Locative. 

What  must  follow? 

Objective  genitive  or  future  infinitive. 

Complete  the  sentence  by  writing  tlie  proi^er  form  from  the 
verb  sum. 

Essent. 

Translate. 


«r4  £■■•: 


r 


I 


♦ 


■'V  jr 


now    TO    IKAUli    IT.  49 


Third  Kxkhcire  (Livy  I.  21,  2). 

[The  Alban  and  Ilotn.in  kln^B  fi.ive  jiropOHC'd  that  the  war  between  lue  iwo  peo- 
plcfl  chall  be  Bcttled  by  a  battle  between  the  Iloratii  and  Curiatii.] 

..>«i!nl   r-«,"fiiNa  I  It  r.       J'«-ii!  i^jn  i-f     h-N-ti%    4-oii\r'fH|,       Pri- 
ii>i|iiain'"    <l  iiiiirami  I .     hH-cliiv    Hiinir    inf.*'!-     iMHiiaJios 

(M>  rrrlatimH-   \  icissciit'^  IS  aitcri^^^^  impuiu  ciiiii   bona 


fsace^"^ 


1 


14 


What  ideas  may  one  have  in  mind  when  he  writes  antequaiii 
or  piiusquam,  and  by  what  mode  will  these  ideat)  be 
respectively  expressed  ? 

He  may  mean  to  give  the  idea  of  an  act  anticipated  —  i.e., 
looked  forward  to  from  the  time  of  the  act  of  the  main 
clause  —  by  some  person  meirtioned  in  that  sentence ;  and 
he  will  express  this  by  the  idea-mode^  the  subjunctive.  Or 
he  may  mean  to  state  the  actual  occurrence  of  an  event, 
as  a  boundary  point  Ucijond  which  the  main  event  took 
place;  and  he  will  express  tliis  l)y  the  fact-mode,  the  in- 
.  dicative. 

2.  Li  tlie  light  of  the  situation,  which  of  the  two  ideas  is  it  more 

probable  that  J^ivy  is  going  to  express? 
The  former. 

3.  Is  anything  sure  yet  about  the  case  of  foedus,  or  the  part  of 

Bi^eech  of  ietum  ? 
No. 

4.  Wliat  should  be  kept  in  mind  as  possibilities  for  all  demon- 

strative pronominal  words,  like  is,  hie,  ille,  ita,  etc.  ? 
Tliat  they  look  backward  to  something  already  mentioned,  or 
forward  tp  something  which  i^  yet  to  be  mentioned. 

5.  Which  is  the  case  here  ? 
The  latter. 

G.    What  construction  do  you  think  is  connng? 

A    substautive    final    clause,   telling   what  tlie  hia   legibus 

were. 
7.    In   general,  what  have  we  found  to  be  the  two  possibilities 

when  one  meets  the  combination  of  ut  and  the  relative? 


^. 


^  A 

It 


1     j~ 
4-     |-^' 


»'':1 


r 


■  M 

J  «   .  I 


\-~-\ 


I 


M^*  ■£• 


\>-f:^ 


»« 


Wt.  ■#!«-»*. .  ■•:  KiS'-  -  :*#(©iS 


50 


TJIE    AKT    OF    READING    LATIN 


iioW    TO   TEACH    IT. 


51 


r... 


r*' 


Either  (1)  tliat  ut  is  the  conjunction,  and  the  qui -clause  looks 
forward  to  an  antccedonL  to  be  given  later  in  the  ut- 
claujse;  or  (*2)  that  ut  is  the  adverb,  the  qui  looking 
backward,  and  tlie  relative  statement  forming  a  charac- 
terizing clause  which  stands  in  a  causal  relation  to  the 
main  clause. 

8.  Bearing    in    mind   his    legibua,    which    of   the    two   ix)ssible 

meanings  of  the  combination  ut  cuius  do  you  suppose  to 
have  been  in  Livy's  mind  in  this  particular  case? 
The  former. 

9.  Probable  meaning  of  case  of  populi? 
Possessive,  depending  on  cives. 

10.  Meaning  of  tense? 

Future  perfect  from  a  past  point  of  view. 

11.  Probable  nature  of  cond)ination? 
Subject  and  indirect  object. 

12.  Diflers  how  in  meaninti  from  (tliusf 

Kcfers  to  the  one  other  out  of  two,  while  alius  means  another 
out  of  any  number. 
V).    Surmise,  if   ]>ossibl(»,  wluit  the   final  verb  is;  and   at  any  rate 
tell  where  it  must  l)e  ma<l(*. 
ImjKufect  snl)jimctive;    imperaret  {impcrarel  is    likely  to  be 
written   rather  than   Livy's  frequentative  iinpcr'Uaret ;  but 
the  word  is  admissible). 
11.    Translate. 

FouuTii  KxicucisE  (Livy  XXII.  38,  1). 

[The  ycnr  followiii;;  the  dcfeal  at  the  TraHuincno  lake.  DiBfiatififacUon  with  the 
policy  of  FaliiuK.  'I'lie  people  have  .carried  the  election  of  one  conhiil,  Varro,  Ibo 
nobility  of  the  other,  AcmiliuH  raullus.  Tl>e  two  arc  about  to  march  out  for  the 
Hummer  caiui)aign.J 

f'nntioiu\s^  priir^qiinn!*'  nh  iirhr  '^liriin  ino^rmitnr''^ 
coiisiiiis'^  Varroiii.s  iiniii.ic  ;ir  HTiM-c-»  f'jH'i'<\  dt-iruii- 
lt:iHii-  ■  iM-iium'^^  arccs-^i  I  iiiii  ■''  U\"-'  Ilaliain  ai»  liobi- 
IjIhi-.  iiiari.>uriinii|UC'"  in'  \  i-^riTilHi--  i-ripulil icat',  .si^* 
pltlia'N  I'abjos  ill!  I'H'fa  H.  na/s  liaJnTrf,  sr-'  quo  i:li(.*^^ 
lM)>l*aa!    \  !  =  lissct^'   p<ai  rr{  iii-iiiii.  ■"  ''^ 


•ai 


r\ 


^' 


^ 


1.  Possible  meanings? 

Mcelin(/f  and  xjtccch  made  before  a  meeting. 

2.  Wlitii    meanings    may    follow,    and    by    what    constructions 

indicated? 
Action  anticipated  at  the  time  of  the  main  act,  expressed  ly 
the  subjunctive;  or  actual  event,  back  of  which  the  niaiij 
act  lies,  expressed  by  the  indicative. 

3.  What  wjis  the  special  shade  of  meaning  in  priuBquam  .  .. 

inoverentur? 
That  the  contioncB  were  held,  or  made,  in  anticipation  of  the 
expected  marching. 
1.    \\  iiiit  is  it  now  clear  that  couliouea  means?  • 

Means  speech,  harauf/ue. 
5.    Ht^longs  with  what? 

Coiisnlis. 
!..    D(  iiuntiare  means  to  make  an  announcement.     How  will  the 
object  be  expressed  if  it  is 
(a)  a  noim  or  pronoun? 
(6)  a  verb,  conveying  a  statement  of  fact? 
(c)  a  verb,  conveying  action  desired? 
(a)  Accusative. 
(//)  Infinitive. 

(c)  Substantive  linal  clause. 
7.'  What  construction  occurs  to  you  at  once  for  bellum? 

Object  of  denuntiantiB. 
8.    is  tiicre  any  certainty  that  this  is  what  Livy  meant? 

No. 
0.    ^Vhat  else  may  Livy  have  in  mind? 

A   subject   or   an    object   for   an    infinitive   dej^cnding   upon 
deinintiantiB 
Id    H  hat  possibiiilies  lor  arcessitum? 

i*articiple  agreeing  with  bellum,  or  part  of  an  infinitive  per- 
fect  (with   esse   to  come)   or  future   (with   iri   to  come) 
having  bellum  for  its  subject. 
1  L    What  ciuse  do  you  exi)ect  to  find  following,  and  why? 

Accusative,  because  arcessitum  includes  the  idea  of  motion. 
12.    Wliat  is  the  only  thing  that  you  know  surely  about  mansu- 
rum? 


Ss 


m 


f.  ^% 

if  « 

r,  V 

1  M 


"'5 


f^ 


\^^ 


»-4  r\  ma.  ■«»  <»  *    /*   ma»  e-*  ■«     .,«    „a jC   li*  *>  «  »  *^»Bii« 


6-1*    ■  ,„      ,  .  ■••",i--:  df^^^.^ 


ISS*"' 


\'t 


M 


:i ., 


r 


^- 


52  THE    ART    OF    READING    LAI  IN  I 

That  its  construction  is  the  same  as  that  of  arcessitnm. 
13.    Wliat  case  do  you  cx[)ect  to  liiul  following,  and  why? 

Ablative,  because  niansurum  inehuU's  the  idea  of  rest. 
1!.    ^Vhat  indication  liave  you  of  the  probable  nature  of  the  con- 
dition, and  how  will  it  be  expressed? 
It  looks  as  if  it  were  the  condition  for  niansunuu       hi  that 
case  it  will  be  a  future  or  future  perfect  froiu   ilie  pa.st 
standpoint,  expressinl   by  the  so-called  imperfect  or  plu- 
perfect subjunctive. 
15.    Probable  construction  of  belluni  and  arcessitum,  and  grounds 
of  your  oj>inion  ? 
Se  is.acc.  or  abl.      It  cannot  bcj  abl.  absolute,  since  it  icfers  to 
tlie  subject  of  the  sentence;  and  it  is  probably  not  the 
ablative  of  source,  for  we  are  not  likely  to  find  a  word 
meaning  horn  o/hore.     It  is  therefore  probably  accusative. 
In  that  case,  belluin  is  either  the  subject  or  object  of  an 
active  inlinitive  which  we  are  to  have,  and  of  which  He  is 
object  or  subject.     Arcessitura,  which  is  passive,  is  there- 
fore not  an  infinitive,  but  a  participle;  and,  beside  that, 
mansurum,    which    is    in    the    same    construction    with 
arcessitiun,  is  not  transitive. 
10.    Where  is  the  antecedent  of  quo  die,  and  what  do  you  know 
about  it? 
Yet  to  come,  and  in  some  way  connected  w  ith  tlie  coming  in- 
finitive which  we  have  found  to  depend  upon  deiiiuitiantia. 
17.    Meaning  of  tense  and  mode? 

Future  perfect  from  past  point  of  view,  in  indirect  discourse. 
IS.    What  suspended  constructions  are  now  resolwl? 

Perfecturum  is  infinitive,  se  its  subject,  beiiinn   its  (il'ject, 
with   attached    participles   arcessituni    .md    lUciiiSU!  um, 
the  latter  having  a  future  condition  dependent  iqH.!i  it. 
V.K    Translate. 

Fifth  Kxkucisk  (Livy  X  X  I    ~:\,  1). 


[The  passrxKC  Ijere  uflcd  was  employed  in  the  nddrcss.  It  In  given  agaia  In  its 
place  among  the  prencnl  set  of  pai>erfi,  partly  to  show  that  the  minute  questioning 
with  which  a  teacher  of  an  untrained  Freshman  c!a8«  muht  hegin  may  give  place 
early  to  a  more  rapid  movcmont,  after  the  habit  of  watchfulneBO  and  a  wilUngnees  to 
hold  the  mind  in  Buspcutic  have  been  cBtabliHhed.j 


I 


TTf>W    TO    TEACH    TT. 


i)0 


lfaiirn1)al  cum  <|iii<P  optimiiin  ford  liosle  eerneret, 
\i\"   lilhiiH    .^|H-iir^  hat.H'bai    t*.>nii'vv'  '■'  alqur    iiiiprovide*-^ 

,   ftiiii    altt'riu.>i  iuueiiiiiiij,   faiaa'* 


Ctill.SUiu.^5'  "^ 


])riT!s  dfM'iHlf*  rr^"  coirniiinii.  {lorcituiii  ne  i'vnjx  svirvi''^ 

,    I'tTtM-i  ysqiH'    la.i'fiiiH     |iro>-|M.'r«>    ruiy    pratMlatori- 

biis---    Mils    c'l/rfaiiiiiK,'    t-rrdiTrt,    adf.Nse    gfri'iulae    rei 
I'orl  uiiaiH   hand   (lillidrljal  .^'^ 

1.  AVhat  must  be  the  construction  of  the  verb  of  tin  quid  -  ntei  :e, 

and  why? 
Subjunctive  of  indirect  question  of  fact,  or  of  iiilia  c  t  li.  li:.  ra- 
ti ve  question. 

2.  Ill  such  a  connection,  what  would  be  the  pronoun  meaning 

ruiv,  :u<<]  xvliat  the  adjective? 
QuiB(|uani,  ulliiB. 

3.  W  li  it  would  be  the  completing  construction  (a)  if  nominal?^ 

(b)  if  verbal  ? 

(a)  Genitive. 

(b)  (jenitive  of  gerund  or  of  gerundive,  or  future  infinitive. 

4.  IKh^  temere,  judging  by  the  order,  probably  modify  habebat, 

Qr  something  yet  to  come. 
The  latter. 

5.  Then  what  do  you  surmise  about  the  completing  construction 

•  for  Bpeni? 
That  it  is  a  verbal  construction. 
0.    Wiit'^    he  neuter  pronoun  meaning  anything,  in  noui.  ui  ucc. 

Quicquam. 
7.    GeiH'iai    i  un-;lruction   hereby   indicated,   and   construction    of 
coiiBules  and  of  the  word  you  have  just  written? 
The    vertul    ft.i    spem    i<    an    infinitive,   with    quicquam    for 
subject  ami  consnies  for  object,  or  xnce  versa, 

*  It  would  be  a  practical  convenience  if  there  were  nn   ncljective 
bearing  the  same  relation  to  the  words. womm  and  pronoun  that   verbal 


bears  to  veib.      l- 


or  niv  o\\u 


iSf 


T  1 


Kive  enij)H)ve( 


al  iective 


tiomma 


I 


in  tl 


1'^  Hcnse. 


-^ 

H 

,1    -*. 

^'i^^Jll 

.      »   " 

WM 

lA  ^^ 

JH-  '     ^ 

r  r- 

.  X^ 

4V/. 

Ar*^ 


#;?*%■  J 


K-.^ 


.* 


m 


4"    (l^i^'^^1^3^ 


.  \\\ 


15' 


54 


THE    ART   OF    HEADING    LATIN; 


8.  Write  the  infinitive,  meaning  to  do, 
Aoturos. 

9.  Case? 
Nom.  or  abl. 

10.    Case  of  fama,  and  proof. 

Abl.,  because  the  phrase  priua  deinde  makes  it  parallel  with  re 
ii.    \\  rite  verb  required  to  complete  the  clause. 

Esse. 

12.  What    is    indicated    by   a   combination    like   prospero    cum 

prc'ieclatoribiiB  ? 
That  cum  connects  witli  praedatoribus  a  noun,  yet  to  come, 
to  wliich  prospero  belongs. 

13.  Translate. 

Sixth  Exercise  (Livy  XXII.  40,  1). 
AiUriMis^  v\\^  c>r-.ij!o^  rniisiiiis  hand  sane  laeta  fuit, 

^•'«i '    qua*'    diiM/ri'l     wvw    i|iiajii    fiiciiia^ 


iiiagJ.N    f:i.tt,'!iiis 


iHh.'iii   li!i>Ht';   «|ii!jr"^'  roiisuli  ujU'ctkus  roUf'i^aiii  .nr-di- 

tisMuti     ai*     f  i'iiHTaniijii    \erjyisi    aCqur    uyctorilaiib"- 
, , ^^  la 

1.  What  part  of  speech  is  adversus? 
1'  irticipie  or  preposition. 

2.  What  is  possible  for  ea  ?  . 

Object  of  preposition  adversua,  or  agreeing  with  an  abl.  sing, 
or  ace.  pi. 

3.  "What  do  you  ki  ow  now  about  adversua  and  ea,  and  how? 
Oiatio  is  nom.  fem.,  so  that  adversus  is  not  participle,  but 

preposition,  ea  being  its  object. 

4.  Construction  to  follow  (a)  if  nominal  ? 

(^>)  if  verbal? 

(fi)  Accusative. 

(6)  Infinitive  statement  in  indirect  discourse. 
6.   Possible  constructions? 

Object  of  fatentis,  or  subject  or  predicate  of   an  infininve 
depending  on  it. 


\ 


; 


HOW    TO   TEACH    IT. 


55 


6.  Write  Latin  for  io  do.  completing  the  idea  of  faoiUa. 

Factu.  *.     4.t- 

7.  Write   \n   Latin  whatever  is  still  necessary  tu  complete  tbe 

sentence. 

Ease. 

•  8.   Meaning  of  the  position  o!  dictator!  and  magietium  - 

Sharp  contrast. 
9    Probable  general  construction  of  sentence? 

Indirect  statement,  in  tl>e  infinitive,  magiatrum  bemg  its 
Bubject,  and  dictatori  being  the  indirect  object  of  the 
infinitive,  or  of  a  predicate  adjective. 

10.  In  the  present  construction,  what  modes  possible  after  quid, 

and  with  what  meanings  respectively  ? 
Subjunctive  of  indirect  question,  eitlier  deliberative  or  seriously 
asking  for  information,  or  infinitive,  in  rhetorical  question 
practicallv  amounting  to  an  assertion.^ 

11.  U  a  partitive  genitive  is  to  follow,  in  what  part  of  the  clause 

luive  we  learned  that  we  are  likely  to  find  it  / 
As  far  removed  from  the  word  on  which  it  depends  as  the 
other  points  of  style  will  allow.  ,  •    ,     r 

12     Decide   in  the  light  of  the  whole  passage,  what  kind  of  a 
st;t.nce  this  necessarily  is,  and  writ,  the  Latin  for  rcould 

there,  be.  " 

I'oie,  or  {uturum  e«»e. 

13.   Translate. 

ill  ,a  of  course  unadvieable,  for  clasB-work  of  thi.  BOrt,  to  cover  at 
the  beginning  all  the  possibilities  of  the  indirect  interrogative  .en- 
t^nce  I  have  given  such  of  then,  a,  are  easily  grasped  and  are  most 
important. 


1^11 


'  I 


n 


i  I 


fi 


f 


r 


? 


immm 


tUiPl-.""'. J* .'' 


1  '• 


pi 


?  i 


1 
1 


1 


Hi- 


56 


THE   uxHT   OF   KEADING    LATlxN  ; 


Ai  l'M(  \TI0>^   OF   THE  METHOD  IN  rUEPAllATORY 

WORK. 

It  will  be  convenient  to  refer,  in  these  suggestions,  to 
some  one  of  the  books  commonly  employed  by  beo-in- 
ners  in  Latin;  e.g.,  Dr.  Leighton's  "First  Steps'^  in 
Latin."  The  application  can  of  coui-se  be  made  with 
easu  to  any  other  book  of  tiio  same  scope. 

First  and  most  important  is  it  that  the  begmner 
should  accustom  himself  from  the  very  outset  to  the 
sound  of  the  Eoman  language.  In  Lesson  XIIL,  e.g., 
the  loarner,  having  prei)ared  himself  upon  the  sentences 

ri\L:"iii,a    hiinlal,  MTil»M<.«    poriant,  jhivUac   laitdaiU,  iatl- 
(ias,,   iaiidaiiiii;^,   n-^^iiiai:  dunuuL,  etc.,  sliould   not    open 

his  book  to  translate  them.  His  hook  should  he  closed, 
and  he  should  give  the  meaning  of  rej-ina  lamiaL  etc., 
as  his  teacher  delivei*s  tlie  sentence  to  him.  Tu  trans- 
late n -oiit  luuduL  at  hearing,  after  havino-  studied  it 
is  not  beyond  the  mental  j^ower  of  the  modern  hoy. 
Neither  is  it  beyond  his  power,  with  possibly  a  trifle 
of  patience  on  the  part  of  his  teacher,  to  translate  at 
iitariiiL'-  a  7iew  sentence  of  the  same  scope,  e.g..  iaii<i(»; 

scriha  la.udat  :  seriha  <l(»naf  ;  srrihar  doiiaiif.  fnit 
if  Hi  IS  IS  true,  a  very  important  trutii  at  once  follows. 
There  is,  it  will  be  admitted,  no  greater  jump  in  any 
iirst  Latin  book  than  that  from  nothing  at  all  to  the 
tii*st  It'ssoii  ill  Latin  sentences  of  one  and  two  words. 
If,  ill  taking  that  step,  the  boy  can  successfully  prei)aro 
hiniself  to  translate  the  set  lesson  at  heanii;!:,  and  to 
translate  in  the  same  way  new  sentences  of  the  smiho 
vocabulary  and  the  same  scope,  then  he  can  prepare 


^ 


HOW    TO    TEACH    IT. 


57 


himself,  as  he  progresses  hy  carefully  graded  steps,  in  any 
of  the  books  in  .common  use,  to  translate  any  previously 
studied  Latin  at  hearing,  and  to  translate  at  hearing  any 
new  sentences  of  the  sanie  scope,  f rained  for  him  hy  the 
invention  of  his  teacher,  Jiefore  the  book  is  opened  by 
any  one  l)ut  the  teacher,  the  exercises  of  the  class-room 
should  be  (1)  the  transhition  at  hearing  of  the  review, 
(2)  the  translation  at  hearing  of  the  advance,  and  (3> 
the  translation  at  hearing  of  new  sentences  of  the  same 
scope.  And  no  one  will  venture  to  say  that  a  boy  wha 
had  been  carried  in  this  way  through  an  introductory 
book  would  not  begin  Caesar  as  a  better  Latinist  than 
a  bov  who  had  not  been  so  started. 

Tn*^  Lesson  XIIL,  as  we  have  seen,  the  boy  has  learned 
that  the  subject  of  a  verb  is  expressed  by  the  nominative. 
In  the  next   lesson  he  is  told  that  the  direct  object 
of  a  transitive  verb   is  expressed   by  the  accusative. 
For  the  present,  that  is  the  sum  total  of  his  knowledge 
about  accusatives.     Of  course  the  teacher  will  narrow 
his  OAvn  knowledge  to  his  pupiPs  horizon.    Accorthngly, 
iic  Will    lad  I  upon  a  sentence  beginning  with  an  accu- 
sative,  eji.  scrlbas,  and  ask  the  learner  what,  without 
hearing  the  rest  of   the  sentence,  he  learns  from  the 
case,  with  regard  to  the  relation  of  the  clerks  to  the  rest 
oi  tiio  sentence ;  in  a  word,  what  the  meaning  of  the 
case  i^.     The  boy  will  answer  "  ohject  of  the  verh,''  aud 
the  teacher  w  ill  accept  the  answer.     Then  he  will  nive 
the  beLnnniii;/  of  another  sentence,  containing. a  nomi- 
naiivu  and  an  accusative,  say  r«  i^ina  hi  ribam,  anu  asK 
tho  Iparnrr  wiiai  Uic   I  vo  cases  mean  Lo  hhn.      The 
learner  wiii  answer  subject  and  object.     The  teacher  will 
then  n-ive  a  number  of  comb-nations  of   subject  and 


!    ! 


i'  ; 


Hi 


1 


Kaywv.^-* 


"f i«iir».iHMiji.iiwiii_ii!iiuiiiiiiiiitwiii 


iiWMWD]i«ii  I  iiiwm.LL  I'niii'ii  iW'P ''Wffi^^f!^'! '"■'"'''■""'^''■''?''*'^"°**'^''"' 


■4.>"WWt'i!"" 


14 


li  i 


p  J. 

■%> 


ill 


58 


THE   AliT   OF   KEADINO    LATIN  I 


object,  e.^,  bcnf)a    dupHj^j,     iiantik  «»»i«^i 

^...  the  full  voca.uu..y  ..ovSV^^T  ^n  ^"fi" 
vli  ch  the  combmations  just  used  may  be  supposed  to 
':      n^  Sr  Sr^^""^'  '^^'  ^'  "-  -So 

liUMuea,    d.r/.,    rej^ina     scnbam    hualac     rr-fin 

mT  .''T'''  ''''''■     ''"  '^"  this,  the  Latii 

aUe  ttfof  T  '^^^'•^^'-^t^'^'.'  «o  that  the  pupil  n,av  b^ 

^  oiu  aitei  another.     He  should  be  ui.rcl  too  to  for.,, 

7>ii»n.f..l      •   •         •  v^^Avt     uiiiig     cl    j<l:ih:i     h(3fore    Ills 

mental  vision,  instead  of  brin<>-inTr   fiivr  ti..  7 

and  tliPn  o  ,»Lf  1     •  '^"o'"o'  ^^^^^  tile  u'o/y/ queen, 

ana  tnen  a  mental  vision  of  a  queen  2  ' 

-an,  all.  While  .eacLI^'t  e      S  ;:,r;"'V  """'  '  '''''  ''■"' 
«Wativo  and  short  in  tUo  „  '""''<^""'  "'»«   fi>">l  <•   is  long  in   the 

fr.n..Tproci«oi:^,,;:r7rr ''-•••-''  """"»■"- ««"'« -•i 

as  Calif„r„ii^Xeva,m  CaU  "'  '"     '">"""' '"  '"^''  """'""  "o^J- 

Bui  itt''„rot".i::,tir;;r' "'°"'  ""^  ""'^'""''^  -^  <""-«  ••■"• 

Tightly  helpea  throng  o",      T  ""''  ""    '"'  ''"^""  "^'"'^  """"  " 

false   habit's  of  Z^Z.J^  r""T  """''■""^  «""  "-"  'o  ""^ 

-thou  Of  setting  aAhr„:r„g'oV:h?rti:::ir  r-'  ^°""^"' 

ultimate  end  of  study   whprp««  h     /  '    "'^'  '"^  ^^  'P^*^'  ^^e 

the  case  of  modern  lL;;:;TLt:  17^'  ''  ""'^''  ^^^^^^^'^  ^^  ^ 

h   ages,  18  to  get  the  power  to  read  the  original 


■    . 


HOW    TO   TEACH    IT. 


59 


In  these  exercises  there  should  be  no  translation  into 
English  (it  will  be  remembered  that  the  Latin  of  \\\>z 
review  and  the  Latin  of  the  advance  have  already  been 
translated  at  iiuaring).  Next  should  come  an  uxercise 
like  the  following:  "  IIow,  in  Latin,  can  you  present  to 
my  mi  lid  a  queen  as  acting  upon  somebody  T'  By 
saying  Ti-y^ln-i.  "  IIow  a  girl  as  being  acted  upon?" 
£y  saying  pueHain.  '  iiow  a  clerk?"  By  saying 
scrlbaiii.  *' iiow  a  letter?"  By  saying  ii^NiMlaiii 
"^ow  put  before  me  a  queen  as  acting,  and  a  giri  as 
being  acted  upon."  Kegliia  ihm  iiam.  "A  fanner  as 
acting,  and  a  sailor  as  being  acted  upon."  Agriiuiu 
iiaiitaiii  After  a  number  of  these  combinations  have 
been  given,  '*Kow  tell  mo  in  Latin  tliat  the  queen  it} 
waiting  for  the  clerk,"  then  "  that  the  queen  is  waiting 
for  the  letter,"  etc.,  etc.  Variations  of  the  tense  of  the 
verb  should  also  be  employed.  I  must  conline  myself, 
however,  to  showing  the  method  of  deahng  w^ith  the 
cases. 

lii  the  iiuxt  lesson,  XYL,  the  pupil  w411  learn  one  of 
the  simple  uses  of  the  genitive.  He  should  then  bo 
asked  ^vhat  the  cases  tell  him  in  HIh  r  |hi«  ri  (bemg 
made,  of  course,  to  see  that,  though  pia  ri  might  be 
In  !ii.  pi.  so  far  as  iuiiu  goes,  it  cannot  be  su  here,  since 
lihiT  iiiiist  1)0  subject),  in  iiiatr^'^trr  rcj^ffiao  flltnm.  etc.; 

ii  lii  to  be  leared,  even,  tiiai,  in  the  pressure  produced  bj  tiiu  lung 
hours  of  their  working  day,  many  teachers  in  the  preparatory  schools 
do  Dot  theriH.  h(8  read  the  autfjors  they  teach,  but  only  make  prepara- 
tion to  corrtct  the  studfnts'  translations  at  the  recitations.  If  they 
would  devote  five  miimlts  a  day  to  reading  their  Cajsar,  ^'lrg^i,  and 
Cicero  aloud,  as  before  an  imaginary  audience,  and  five  minutes  more 
to  doing  the  same  thing  before  a  real  audience  in  their  class-rooro,  they 
frould  find  their  faith  to  grow  apace. 


ii  ! 

r    » 


\   I 


■>*%.-. 


"-•:>^'y:i;i»yy<.»tyT»nj^.,g,. 


•  •  '     - — ■     11  I   iiw^i^fc. 


.1" 


•I ) 
J* 


:n 


I 


'■  ■J''*  ^ 


m'i  t 

■'  ''* 

'J' 

-/ii 


rtv 


T    ■ 
i    > 

^: 

I*     T' 

Vr  'i 


i»^t 


cy 


THE   AKT   OF   HEADING   LATIN  I 


and  should  then  be  Ccarried  through  various  exercises 
siiiiiiar  to  those  suggested  in  connection  with  the  pre- 
vious lesson.  He  will  also  learn  in  Lesson  XVI.  about 
apposition,  of  Avhich  more  anon.  In  Lesson  W'lL  he 
will  learn  about  the  way  of  expressing  the  indirect 
object  of  a  verb,  and  should  now  be  asked  what  the 
cases  mean  in  combinations  like  aj-ricohic  iiaiitis  viam. 

tiania     a!4rit"Olis    \  iuiii.    srribu     {.hhm'u     liS>rnni,    Nciibit 
iHieriH   rc-iuat:    Jihru^,   at^ri^'ola    ihhtu    Nrrihar   \\nm 
etc. ;  and  shoukl  then  have  whole  seuiences  given  iiiin, 
and  Enghsh  combinations  and  sentences  to  be  put  into 
Latin,  as  already  described. 

So  constructions  are  taught  one  after  another,  the 
simplost  meaning  of  cacli  case  being  ak)no  given  when 
the  case  is  fii-st  dealt  with.  Later,  other  uses  of  these 
same  cases  are  taught,  and  the  certainty  which  the 
])upil  at  first  felt  in  regard  to  the  speaker's  meaning- 
when  1h-  heard  a  given  case  (say  the  accusative)  now 
passes  away.  As  early  as  Lesson  XVI.  lie  learned,  as 
we  saw,  that  "  a  noun  used  to  describe  another  nuuii  ur 
pronoun,  aiid  meaning  the  same  thing,  is  put  in  the 
saiiK^  case.''  At  this  point,  consequently,  he  recognizes 
that  thvie  is  [L  double  possibility  for  a  given  accusative. 
Sup|)  lii!  us  to  take  up  a  sentence  begiuiimg  (siiy) 
with  lei4aiH!ii.  I  lie  accusative  word  may  turn  out  to  be 
either  ui  two  tilings,  namely,  the  object  of  the  verb,  or 
in  aj-position  to  the  object  of  the  verb.  These  two 
]H>ssilnlities,  aiui  these  alone,  shuuiJ,  lur  a  injinbcr  of 
Nveeks,  Hash  tlirough  the  beginnor'^  TTiinf]  at  sight  or 
litariiiir  of  ail  accusative.  Late?,  however  (Lessons  LI. 
and  LII  >,  he  will  lind  that  certain  verbs  are  of  such  a 
nature  as  to  take  two  ohjects,  and  will  have  specimens 


HOW   TO   TEACH    IT. 


61 


-riven  him.     At  this  point  an  accusative  has  for  him 
^ihree  i>ossibilities :  it  may  be,  to  the  speakei  s  Uiought, 
ohject,  it  may  le  second  object,  or  it  may  be  an  aj>j)osv- 
live  •  whQe  li  the  meaning  of  the  words  is  such  as  to 
..xrliKle  all  possibihty  ui  the  hust  of  these,  as,  e.g.,  in  a 
sentence  beginning  with  mr  fmu.irm^  ibo  nHnuuiig  oi 
the  combination  is  seen  at  once  to  be  tlmt  me  is  the 
liret  object,  ami  inutdi m  the  second  object,  of  s( me 
..nn  of  the  verbs  that  need  two  objects  to  complete 
their  thought,  e.g.  cclo.      Not  long  afterward,  he  will 
learn  (Lesson  I  XL)  about  the  accusative  of  duration  of 
tinw  and  extent  of  space,  and  he  now  must  recognize 
still  aitotlmr  possibility  for  any  accusatives  hke  aimoH 
or   1*1  Mien,   but  not  for   a    word   like   CacHarcm    ui    me. 
Still  later,  he  will  add  to  his  repertory  an  understand- 
inff  of  the  cognate  accusative,  of  the  accusative  as  subject 
of  an  infmUvve,  etc.     The  teacher  will  keep  clearly 
before  the  learner's  mind   that,  wliile  any  accusative 
may  be  a  direct  object,  or  the  subject  or  predicate  of 
an  infinitive,  only  words  of  a  particular  meaning  can  be 
u;.  a   ill   tlie  expression  of  duration  of  time,  etc.,  and 
only  words  of  another  and  an  equally  i^articiilar  mean- 
ing can   play  the  part  of   a  cognate   accusative,  etc. 
The  teacher  would  do  well  to  make  for  himself,  as  the 
book  progressed  a  collection  of  short  sentences  illus- 
tmting  all  the   possible  kinds  of  accusatives  (as  yei 
known   to    the    pupil)    in    which    a   given   word,   like 
r:M-;ireiu,  auiiuh,  vituim  may  occur  (and.  of  course, 
sninlar  collections   for  the   other  cases);    and   to   run 
thromdi  one  of   these   collections   frequently,  perliaps 
daay,%vith  the  class,  using  no  English.     Throughout 
this  progress,  it  will  be  noted,  nothing  has  been  allowed 


02 


THE   ART   OF   READING    LATIN: 


I  ! 


I*  *-  tf »  t 
I  -i  **      f 

mil 

14  8 


to  lapse.     Tho  way  described  of  looking  at  all  the 
possible  meanings  of  (say)  an  accusative,  seen  or  heard 
constitutes  a  continual  review  of  the  sharpest  nature' 
and,  fin-thermore,  of  that  very  ].ersuasive  and  pressing 


■  *,».  I' 


and  constanr  firac- 


kjDd  «hjch  looks  toward  '\mm>A 
tical  use. 

FoUowiiig  these  methods,  the  pupil  will  surely,  if 
tiie  exercises  of  translating  at  hearing  and  underetand- 
mg  at  hearing  without  translating  are  kept  up,  have" 
obtained,  by  tho  time  ho  rcaclics  tho  end  of  tho  book, 
the  pou-or  to  catch  the  force  of  the  accusative  construe^ 
tions,  in  short  and  sunple  sentences,  witli  correctness 
and  without  comcious  operations  of  reasoning.     For  his 
very  familiarity  with  aU  the  possibilities  of  accusative 
constructions  for  words  of  one  and  another  meaning 
will  have  brought  him  into  a  condition  in  which,  on 
the  one  side,  he  will  wait,  open-mindkd,  for  the  word 
or   \\ords  that  shall   determine  which   meaning   the 
speaker  Imd  in  his  own  thought  (if,  as  mostly,  tiiose 
words  are  yet  to  come) ;  and,  on  the  other,  wiU,  by  a 
tact  now  grown  unconscious,  instinctively  api'reiiend, 
^vhen  the  determining  word  or  words  arrive,  what  that 
meaning  was  ;    in   short,  he  ^vill   have  made  a  good 
beginning  of  understanding  the  Roman  language  as  it 
w;is  understood  by  Eoman  hearere  and  l.uman  readers. 
Tho  sketch  hero  given  for  the  treatm<<nt  of  the  ac- 
cusative constructions  suggests  tho  way  in   which  any 
set  of  constructions  should  be  managed      i  apj., mi  a 
few  specimens  of  tho  results  for  this  and  that  class  of 
word,,  ,a  a  number  of  cases.    I  grant  that  the  enumera- 
tion for  the  ablative,  and  even  for  the  genitive  is  of 
provoking  sweep;  but  this  is  only  equivalent  to  saying 

f 


now   TO   TEACH    IT. 


65 


luat  the  number  of  meanings  of  the  ablative  and  geni- 
tive cases  which  a  young  student  must  learn,  under 
whatsoever  method,  is  great. 

The  genitive  of  any  pronoun  may  be  found  to  mean 
tl^  possessor  of  some  thing  or  of  some  activity  {ih^  ac- 
tivJtrbeinfr  expressed  in  a  verbal  noun),  ov  the  object 
of  some  actimty  (expressed  in  a  noun,  an  adjective,  or 
some  one  of  a  certain  list  of  verbs),  or  the  whole  of 
which  some  (Aher  word  expresses  a  part,  — may  be, 
then,  eith.a   suljective,  or  objective,  or  parMwe;  or  it 
tnav  simply  belong  to  some  noun,  just  as  an  adjective 
doe.     The  genitive  of  any  noun  (say  civitaus;_  may 
uruvo  to  b."  either  subjective,  or  objective,  or  parttiwe  or 
L  apposition  with  some  other  genitive.     The  genitive 
of  a  noun  Uke  i-.-ri.  uU  may  prove  to  be  either  appose- 
tive,  or  subjectifve,  or  objective,  or  partUvve,  or  (if  modi- 
fied \r<  a  noun  or  participle)  quamUve.    The  gen,t,vo 
,,f  ,  ;,nur.  iK.dicating  an  act  or  menlxil  stat^  of  a  bad 
nature  may  be  either  apposiUve,  or  subjective,  or  objec- 
tive, including  a  crime  charged  or  a  penalty  adjudged 
or  may  be  partitive.    A  genitive  u>nt:nl  may  agree  w,th 
a  noun,  or  mav  mean  the  value  of  something. 

The  dative  of  anv  won!  may  mean  th^  person  or 
thing  indirectly  conceri^ed  m  an  act  or  state  expressed 
by  a  uouu  ur  uu  suljective  or  a  group  of  words.  The 
dative  nf  the  name  of  a  person  (s,iy  Cncsarl)  may  have 
this  general  meaning,  or,  in  one  or  another  special  phase 
of  t  may  mean  the  person  concerned  m  an  oblti/atton 
indicaUMl  hv  a  gerundive  {the  agent),  or  the  possessor  nf 
something."  The  dative  of  a  word  like  ,ioi..ri  hu.d.. 
et«.,  may  mean,  in  a  general  way,  the  thing  indirectly 
concerned,  or,  with  a  special  phase  of  tliat  idea,  may 
mean  the  end  served. 


pi: 


m 


31 


u 


ti 


fU 


THE   AJBT  OF   BEADING  LATIN: 


The  accusative  we  have  discussed  already.    The  voo-* 
ative  takes  care  of  itself,  wiitu   Uie    form  is  iinmis- 
takable. 

The  ablative  is  a  case  to  be  dreaded.  In  general,  it 
should,  like  other  cases,  be  cut  up  as  httle  as  possible. 
Something  can  he  done  by  pruceednig  ivuni  tiie  three 
idea.5  of  the  6taHing^oi7it^  the  means,  imd  the  pbu^e 
(true  ablative^  instrumental^  and  locative)^  as  m  lir. 
Leighton's  table  on  p.  290,  and  the  taJiie  on  p.  251  dI 
the  Allen  ife  Greenough  (inuiinia,r;  hxn  the  iiest  iiiteii- 
tiuiis  uii  the  pun  of  gr:iiiniia.ria,Ms  ami  teaeiiefs  have 
not  yet  made  the  matter  easy  for  th.  i-arne!\  The  sih-- 
gestions  to  be  given  here  must  go  beyond  tiic^e  thr^ 
divisions, 

•  Kear-jy  all  ablatives  can  !>e  absuLute,  or  can  depeiirl 
upon  a  co7n])aratiwe,  ov  on  a  word  like  dignvs  or  con- 
ientm.  Beside  this,  a  puoper  name  (say  Caesare)  may 
be  in  the  ablative  of  source^  after  some  word  Hke  qeiri- 
tus,  though  such  a  form  of  expression  is  naturally  rare 
in  the  prose  read  before  going  to  college.  Of  course 
SUA  h  a  \\  urd  cannot  be  in  the  ablative  of  means  (m  the 
narrower  sense),  or  of  specification,  or  rl  tim£,  or  of 
degree  of  difference.  A  word  like  iVu\  however,  beside 
the  general  possibihties,  may  indicate  time,  or  the  de- 
gree of  difference,  a  word  like  a  mo  means  or  j)ricfl,  a 
word  like  i  apUe  desonjption,  etc.  I  shall  not  attenipt 
here  a  complete  list  of  suggestions.  In  general,  in  s|)ite 
of  the  V v)nr|)lexity  of  the  uses  of  the  aJihitive,  the  learner 
is  less  ihvely  to  go  badly  astray  in  dealing  with  this  case 
ill  aetuai  practice  than  in  deahng  with  tlie  rrcnitivc  or 
the  accusative. 

One  point  not  yet  touched  upon  is  of  the  gravest 


HOV/   TO   TEACH    IT. 


65 


consequence.     When  a  form  occurs  which  may  l>e  in 

either  of  two  cases,  or  even  possibly  m  any  one  of  three 
or  four  eases,  the  pupil  should  noiT  allow  hiinseif  to 
suppose  that  he  know^  the  case,  even  if  a  probabihity 
presents  it  self  at  once.     E.g.,  a  student  reading  iri  hh  G. 

1,  3,  ajiii  pa-ssing  by  ca  (Jiis  rebus  adducti  et  aucioritate 
Urgetorigk  j)ermoti  constitiierunt  ea,  qua<:,  etc.),  may 
ea.sii}'  sii|)|)Ose  ta  to  be  the  object  of  constiticeru n t\  in- 
stead of  waitiiitr  until  conviction  of  some  kind  is  forced 
ujKjn  hiHi  I)}'  the  remainder  of  the  sentence  ;  which  con- 
viction will  p>ruve  to  be  that  ca  was  the  object,  not  of  eon- 
^Ikfii'/'u/it,  but  of  a,n  infinitive  which  is  not  reached  nntu 
liic  f/i/iiv,  "chiiise  is  finish^ed,.  The  direction  to  the  student 
should  be:  Have  j/ouj-  eyes  open,  but  keep  in  doubt  as 
Oeig  a^9  possible  I  iii  a  word,  aiirNK  and  WArr. 

Verl)al  constructions  shoukl  i>e  doalt  with  m 'a  similar 
way.  Tlie  possdjilities  after  conjunctions  slioukh  m 
particular,  be  entirely  fanuhar.  Given  a  tjuarnquani  or 
a  qv.miivi^<,  tfie  student  should  in-  ahUi  to  tell  instantly 
what  is  comin^L'".  Given  an  anteijuam,  he  siiould  know 
precisely  wiiat  the  two  ideas  are,  either  one  of  which 
ma}''  possdjiy  be  m  the  speaker's  mind,  and  Ijy  Avha,t 
mode  eiich  wa,s  ex]>ressed  by  the  Komans.  Given  an 
>//.  he  sh,ouk]  know  the  full  range  of  aJeas  1/osmI)h}  for 
tiie  spea,ker  to  have  when  he  so  begins  a  clause,  and  by 
wliat  construction  eacii  of  these  ideas  is  expressed.  Ami 
in  particu]a,r  it  whl  he  found  useful  to  set  liefore  the 
class  the  whok^  ran^e  of  verbal  constructioiiii  that  a.re 
ai|)aht{e  of  servuig  a.s  the  (d?ject  or  the  suf>ject  of  a,  verb 
(substa/ntive  clauses;,  and  to  ask  them  wliicfi  and  hem 
ma.nv  of  these  a  given  verb  or  ]ihrase'may  take,.  These 
substantive  clauses  are  as  follows :  — 


.  "■<* 


e^r, 


THE    AET   OF   READING    LATIN: 


The  indirect  statement  of  fact  (infinitive). 

The  indirect  question  of  fact. 

The  indirect  deliberative  question. 

The  final  clause. 
I  The  consecutive  clause. 
Now  give  the  class  a  verb,  dicit,  and  ask  what  pos- 
sible completing  verbal  ideas  there  may  be,  and  what 
phase  of  meaning  one  and  another  of  these  would  indi- 
cate for  the  word  dicit  itself.  The  answer  should  be : 
the  infinitive,  if  dicit  means  that  a  statement  is  made; 
the  subjunctive  introduced  by  an  interrogative  (includ- 
ing of  course  ut),  if  dicit  means  the  giving  of  an  an- 
swer to  a  question  of  fact  or  a  deliberate  question ;  the 
subjunctive  with  ui  ul  uc,  if  dicit  means  the  giving  of 
a  direction.  The  substantive  consecutive  clause,  it  is, 
of  course,  impossible  for  dicit  to  take.  On  the  other 
hand,  the  meaning  of  a  word  like  effecit  is  such  that 
it  can  take  the  substantive  consecutive  clause  and  can 
take  no  other ;  so  that,  unless  we  find  a  clear  accusative 
object,  we  are  sure,  upon  meeting  an  effecit,  that  a 
verbal  object  introduced  by  m  m  mni  is  sooner  or 
later  to  come.  A  verb  hke  i>cio  can  take  only  a  sub- 
stantive final  clause,  a  verb  like  q  tin  pro  only  an  inter- 
rogative substantive  clause  (either  a  question  of  fact,  or 
a  dehberative  question),  etc.  To  look  at  these  matters 
Hi  this  particular  way  is  of  great  usefulness.  If,  for 
f  X  iiiiple,  the  class  is  translating  at  hearing,  in  Cat. 
j\fai.  ^^'l  the  anecdote  beginning  quin  etiam  memoriae 
proiiiiiiiii  I'st,  everybody  should  at  this  point  instantly) 
li  iognize  that  an  infinitive  of  statement  is  sooner  oi 
later  inevitable,  and,  knowing  the  Latin  habit  of  ar-3 
rangement,  should  at  a?we  associate  with  that  i7npend{ng\ 


<. 


HOW   TO   TEACH    IT. 


67 


injmitive  statement  all  the  intervening  matter^  cum  Athe- 
nis  ludis  quidam  in  theatrum,  etc.  The  same  thing 
is  seen,  with  a  much  briefer  suspense,  in  Caesar's  i*X  si 
fieret,  intelleg-ebat  magno  cum  periculo,  etc.,  B.  G. 

1,  10,  2. 

Most  of  the  things  thus  far  mentioned  will  be  familiar 
to  the  student  before  he  leaves  his  introductory  book 
and  begins  Caesar.  At  this  point,  he  takes  up  sentences 
more  complex,  and  yet  in  the  main  containing  no  new 
principles.  His  teacher  can  now  do  him  a  great  service 
by  reading  aloud  both  familiar  and  new  sentences,  in 
such  a  way  as  to  throw  the  parts  into  masses ;  and  by 
teaching  the  student  to  do  the  same  in  what  he  has 
already  read.  E.q.,  in  B.  G.  1,  8,  the  words  ea  leg-ione 
quam  secum  habebat  form  one  idea,  and  should  be 
given  without  separation;  the  words  militibusquo  rinf 
ex  provincia  convenerant  form  another,  connected, 
after  a  slight  pause,  with  the  former  group :  the  sen- 
tence 11  ui  fines  Sequanoruni  ub  Helvetiis  dividii 
should  be  delivered  as  a  single  mass,  and  in  such  a 
manner  as  to  show  that  it  is  a  piece  of  parenthetical 
explanation.  In  this  way,  the  teacher  can  make  his 
hearers  feel  that  this  longish  sentence  of  five  lines,  with 
its  verb  held  up  to  the  last  place,  is  really  entirely 
simple.  He  should  also  call  attention  to  the  very 
common  pointings-forward  to  an  explanatory  sentence, 
w^hich  are  effected  by  pronouns  and  pronominal  adverbs, 
as,  e.g.^  in  id  in  1,  31,  2  (noii  mliiTis  se  id  corrtriirfere) 
which,  as  the  meaning  of  cent*  ih  I ''re  tells  us,  must  be 
Explained  to  us  later  in  a  substantive  purpose  clause: 
as  in  hoc  in  1,  32,  4  (respondit  hoc  esse  liiiM^riureiii  ii 
i4iMviorrTn  fortunam),  which  must  be  explained  later 


68 


THE   AKT   OF   READING    LATIN 


eiLiicr  by  a  quo  in  a  sentence  containing  another  com- 
parative, or  by  a  quod-sentence  containing  a  statement 
of  fact;  as  in  haec  in  1,  40,  11  (haec  sUm  t'N,e  curae), 
which  must  be  explained  by  a  substantive  final  clause, 
or  by  an  infinitive ;  as  in  an  ita,  looking  forward  to  an 
lit-  or  si-clause,  or  an  infinitive ;  etc.,  etc. 

The  teacher  will  all  the  while  know  very  well  what 
things  his  class  is  familiar  with,  and  what  it  is  not 
famihar  with,  and  will  accordingly  drop  questionings 
upon  the  former  and  continue  them  upon  the  latter. 
But  up  to  the  very  end,  there  should  be  stated  exercises 
in  translation  at  hearing,  say  once  a  week,  with  careful 
questions  upon  points  critical  for  the  apprehension  of 
the  meaning ;  the  passages  themselves  to  be  committed 
to  memory  later.  This  is  the  most  effective  engine  of 
the  method,  —  the  surest  way  of  developing  and  keeping 
up  the  habits  of  watchfulness  and  of  willingness  to  wait. 

And  now  a  brief  summary  of  suggestions,  in  which  I 
will  address  myself  directly  to  the  teacher. 

At  the  outset,  make  the  student  feel  that  the  Latin 
language  was  once  an  every-day  tongue  of  men,  women, 
and  children  ;  a  tongue  in  which  people  not  only  wrote 
books,  but  dined,  and  played  tennis ;  a  language  spoken, 
and  understood  as  spoken.  Direct  him,  therefore,  to 
aim  to  associate  meaning  with  the  sound  of  the  word, 
not  merely  with  groups  of  letters  on  a  page.  Tell  him, 
as  he  commits  his  vocabulary  to  memory,  to  lift  his  eye 
from  the  printed  word,  and  repeat  again  and  again,  in 
imagination,  the  spoken  word,  so  that  when  he  hears  it 
from  his  teacher,  he  will  feel  its  force  immediately.       ' 

Tliroughout  the  introductory  lesson-book,  conduct  the 
translation  of  the  review  and  of  the  advance  at  hearing! 


HOW   TO   TEACH    IT. 


69 


and,  in  the  same  way,  have  the  student,  his  book  being 
closed,  put  the  printed  Enghsh  sentences  into  Latin  as 
you  deliver  them  to  him.  If  you  do  this  from  the  first, 
he  will  be  able,  by  the  time  the  lesson-book  is  finished, 
to  express  a  sentence  of  considerable  length  in  Latin, 
grasping  it  as  a  whole,  instead  of  turning  one  word 
into  Latin,  and  then  another,  and  so  on,  in  piecemeal 
fashion. 

If  you  can  get  time  for  preparation,  aim  at  repetition, 
making  for  your  own  use,  in  connection  with  each  les- 
son in  the  book,  a  group  of  sentences  which,  employing 
the  vocabulary  ah^eady  acquired,  shall  proceed  from 
change  to  change  with  but  a  shght  difference  each  time. 
A  simple  example  of  what  I  mean  may  be  recalled  from 
pp.  56  and  58.^  In  this  matter,  — the  insisting  upon  the 
value  of  repetition,  — the  Sauveur  method  is  quite  right. 

As  the  student  learns  one  new  use  after  another,  say 
of  the  accusative,  help  him  to  get  a  clear  and  practically 
serviceable  idea  of  the  possibilities  of  range  of  one  and 
another  kind  of  word,  as  Caesarem,  inille  pasj^iiiiiii, 
aiiuum,  multum. 

In  a  similar  way,  help  him  to  classify  ideas  that  are 
expressed  by  verbal  constructions,  especially  in  subordi- 
nate clauses.     Let  him,  for  example,  know  with  perfect 

1  I  question  whether  it  would  not  be  better  to  use  a  smaller  vocabu- 
lary in  the  first  few  lessons  than  some  of  the  books  employ,  aiming 
rather,  by  the  varied  repetition  of  a  comparatively  few  words  in  the 
sfmple  constructions  of  subject,  direct  object,  indirect  object,  and 
liredicate,  at  giving  the  student  a  real  facility  in  the  graspmg  of  mean- 
iilgs  and  the  conveying  of  meanings  through  inflections.  It  is  hard 
for  the  young  mind  to  get  this  facility  when  dealing  with  things  so 
'?w  if  it  is  encumbered  at  the  same  time  with  having  to  handle  a  large 
jcabularv. 


70 


THE    ART   OF   READING    LATIN  : 


familiarity  what  two  kinds  of  adversative  ideas  exist  in 
the  nature  of  things,  and  by  what  mode  these  are  re- 
spectively expressed  in  Latin  (of  the  period  which  he  is 
dealing  with),  and  with  what  introductory  particles. 
Let  him  know  familiarly  what  two  ideas  one  may  have 
in  mind  in  using  an  anteq uam-constrnction,  a  dum-cow- 
struction,  and  so  on,  and  how  these  ideas  are  expressed. 

By  the  time  he  has  finished  the  introductory  book,  he 
will  in  this  way  have  made  the  intelligent  acq-jaintance 
of  very  nearly  all  the  constructions  of  the  language, 
and  should  have  them  all  in  working  order,  like  familiar 
tools. 

When  you  come  to  Caesar,  do  not  let  your  class  make 
the  first  plunge  alone,  but  for  a  number  of  days  carry 
them  through  the  advance  yourself,  avoiding  translation 
on  your  own  part  as  far  as  possible,  reading  the  Latin 
to  them  in  your  very  best  and  most  helpful  manner,  and 
pointing  out  order  and  construction.  Throughout  the 
Caesar  and  Cicero  (I  should  say  precisely  the  same  thing 
of  the  Anabasis)  have  the  review  of  each  day  prepared 
to  be  translated  at  hearing.  Encourage  your  students 
to  learn  to  deliver  the  Latin  well  by  appointing  a  prom- 
ising reader,  from  time  to  time,  to  prepare  himself  in 
advance  to  read  the  review  to  the  class  in  your  stead. 
Let  him  stand  at  your  side  with  his  eye  upon  his  fellow- 
students  ;  and  as  he  finishes  a  sentence,  or  such  part  of 
a  sentence  as  shall  be  best  to  give  in  a  lump,  do  you 
yourself  name  the  student  who  shall  translate.  , 

Be  sure  that  you   constantly  treat  constructions  a^ 
means  of  expressing  certain  ideas^  not  as  mere  exemplii 
fications  of  rules.     And,  to  enforce  this  view,  as  well 
iuv  iiiauy  other  reasons,  watch  constantly  the  develop] 


HOW   TO   TEACH   IT. 


J  i 


ment  of  ideas  in  dealing  with  sentences  which  your 
students  have  not  seen  before,  and,  in  your  questioning 
for  written  answers,  or  for  viva  voce  answers,  call  atten- 
tion to  point  after  point  in  the  gradual  unfolding  of  the 
meaning,  demanding  all  the  time  what  I  have  elsewhere 
called  anticipatory  2:}ar sing.  And  have  a  good  deal  of 
memorizing  and  reciting  of  these  selected  passages. 

Aim  to  go  a  little  beyond  the  lesson  every  day,  hav- 
ing your  class  read  on,  not  at  sight,  but  at  hearing,  this 
additional  ground  being  understood  to  form  a  part  of 
the  review  at  the  next  meetinof. 

The  disadvantage  of  reading  on  at  sight  is  twofold. 
The  student  is  too  apt  to  look  ahead  while  some  one 
else  is  up,  preparing  himself  to  make  a  good  showing  if 
he  is  called  upon.  And  even  if  he  does  not  do  this,  he 
is  too  ready  to  run  his  eye  to  and  fro  in  the  sentence, 
not  really  accepting  the  Latin  order,  but  doing  a  more 
or  less  clever  piece  of  rapid  patchwork.  It  often  hap- 
pens to  me,  in  dealing  with  students  who  have  been 
well  practised  in  sight-reading  before  coming  to  the 
University,  to  read  aloud  a  sentence  containing  only 
familiar  words,  every  one  of  which  they  catch  as  it  is 
delivered,  yet  fail  to  get  any  meaning  from  the  sen- 
tence as  a  whole ;  and  I  commonly  find  that,  if  I  will 
at  once  put  the  sentence  in  the  very  same  words,  but  in 
the  English  order,  they  will  comprehend  it  instantly 
and  without  difficulty.  That  experience  proves  that  one 
may  do  a  deal  of  sight-reading,  yet  never  come  to  know 
the  Latin  order  in  any  practical  way.^ 

I      1  Here  lies  the  answer  to  the  question,  What  is  the  good  of  going 

/through  the  extra  diflSculty  of  understanding  Latin  without  seeing  it, 

when  all  that  we  aim  at  is  to  be  able  to  read  the  printed  page  ?     With- 


7/ 


THE  ART  OF  READING  LATIN! 


P 


Finally,  no  day  should  pass  without  composition. 
i  !io  w  riting  of  Latin  is  one  of  the  most  dreary  of  intel- 
1*  ( tual  occupations,  or  one  of  the  most  dehghtful. 
Pretty  uniformly  it  is  the  fomier  for  a  boy  who  has 
iiuL  written  a  Latin  sentence  from  the  time  he  finished 
his  elementary  book  and  began  his  Caesar  till,  only  a 
few  months  before  going  to  college,  he  took  up  his 
special  book  in  composition  for  the  bare  purpose  of 
preparing  for  the  examination  in  that  subject.  The 
object  of  writing  Latin  in  the  preparatory  schools  is 
not  to  get  one's  self  ready  to  pass  an  examination,  but 
to  get  one's  self  ready  to  read  Latin;  and  if  that  aim  be 
intelligently  pursued,  the  examination  in  writing  Latin 
will  take  care  of  itself.  The  pursuit,  however,  should 
be  incessant.    Every  day  a  number  of  sentences  based 

out  saying  anything  about  the  greater  sense  of  reality,  and  the  greater 
interest  which  this  way  of  dealing  with  the  language  brings  with  it,  one 
might  make  the  matter  clear  by  supposing  the  case  to  be  reversed. 
If  English  were  a  dead  language,  and  Roman  boys  were  learning  to 
r  a  i  it  under  Roman  teachers  who  had  mastered  it,  it  would  obviously 
hv  a  very  slow  proceeding  to  pick  it  all  to  pieces  and  rearrange  it  into 
the  Roman  order  as  a  means  of  understanding  it.  The  most  courteous 
ghost  among  us  would  laugli  in  the  teacher's  face  if  he  were  to  visit  a 
Roman  schoolroom  and  find  that  sort  of  thing  going  on ;  just  as  un- 
doubtedly the  most  courteous  of  Roman  ghosts  must  laugh  —  unless, 
perhaps,  his  sense  of  grief  over  the  waste  of  opportunity  gets  the  better 
of  his  sense  of  humor  —  if  ever  he  visits  a  modern  schoolroom  when  a 
class  is  reading  an  oration  of  his  great  countryman.  Just  as  he  would 
surely  say  to  us  that  this  was  precisely  the  way  never  to  learn  to  read 
Latin,  so  our  English-speaking  ghost  would  beg  the  teacher  to  give  aU 
that  business  up,  and  to  use  some  means  to  make  it  absolutely  inevitable 
t  Is  a  t  the  student  should  accept  our  English  order  of  expression,  to  the  en4 
that  he  might  really  learn  to  read  the  language;  and  this  means  woulc 
necessarily  be  the  trying  to  understand  at  hearing,  first  sentences  oi 
graded  difficulty,  then  continuous  passages  of  the  literature.  |\ 


^  y- 


HOW   TO    TEACH    IT. 


73 


C  4 


\  # 


%^  » 


»  -^ 


upon  the  author  in  use  at  the  time  should  be  written 
by  various  members  of  the  class,  sent  to  the  board  for 
the  purpose.  Time  can  easily  be  obtained  by  having 
the  writing  going  on  while  the  class  is  reciting  upon 
the  review;  after  which,  corrections  should  be  called 
for  from  the  class  in  general. 

Throughout  the  work  of  the  preparatory  school,  the 
teacher  should  insist  upon  it  that  what  the  j)upil  is 
primarily  aiming  at  is  to  learn  to  read  in  a  great  litera- 
ture, with  as  slight  a  barrier  as  possible  between  him 
and  his  author;  and  he  should  himself  regard  cases, 
modes,  and  tenses,  and  make  his  students  regard  them, 
as  kei/8  to  the  literature,  as  direct  conveyors  of  thought 
from  mind  to  mind.  How  the  last  may  most  effectively 
and  rapidly  be  done,  I  have  tried  to  show.  This  is 
all  that  strictly  falls  within  the  scope  of  the  present 
pamphlet.  But  I  cannot  forbear  to  add  that  the 
teacher  who  is  conducting  a  class  through  Csesar,  or 
Cicero,  or  Virgil,  should  never  lose  sight  of  the  fact 
that  his  work  is  not  wholly  preparatory,  —  that  he  is 
already  dealing  with  a  great  literature.  The  more  he 
can  make  his  students  see  that  it  is  a  great  literature, 
through  the  virtue  of  his  own  enjoyment  of  it,  and,  in 
particular,  throught  he  power  with  which  he  can  read 
it  to  them  in  the  Latin,  and  the  power  with  which  he 
can  train  them  to  read  it  themselves,  the  easier  will  be 
liis  task,  and  the  richer  its  palpable  rewards;  and  the 
greater  will  be  his  contribution  to  the  sum  total  of  the 
classical  education. 

This  brings  us  to  the  university,  with  its  manifold 
imis, — the  study  of  the  literature  and  of  the  history  of 
tts  development,  the  comparative  study  of  the  forms 


7i 


THE   ART   OF   READING    LATIN. 


and  the  syntax,  the  study  of  ancient  history  from  the 
sources,  the  study  of  ancient  hfe,  of  ancient  art,  etc.  All 
these  various  pursuits,  however,  rest  ultimately  mainly 
upon  the  power  to  read  Latin  with  ease  and  speed. 


f> 


A 


Latin   Text-Books. 


Allen  &  Greemugh's  Latin  Grammar. 

A  Latin  Grammar  for  schools  and  colleges,  founded  on  Comparative 
Grammar.  By  J.  H.  Allen,  Lecturer  at  Harvard  University,  and  J.  B. 
Greenough,  Professor  of  Latin  at  Harvard  University.  i2mo.  Half 
morocco.  348  pages.  With  new  and  greatly  enlarged  Index.  Mailing 
price,  $1.25;    Introduction,  $1.12;   Allowance  for  old  book,  45  cts. 

The  standing  of  this  Grammar  is  now  so  well  established  that  no 
extended  comments  or  description  need  be  given. 

1.  It  has  been  used  and  recommended  by  teachers  of  Latin  every- 
where,—  particularly  in  the  large  and  in  the  distinctively  classical 
schools,  where  an  independent  judgment  might  be  expected. 

2.  Its  firmest  friends  are  those  who  have  used  it  longest. 

3.  The  clearness,  simplicity,  conciseness,  convenience  of  size  and 
arrangement,  and  economy  of  matter,  essential  in  a  class-room  man- 
ual, have  been  secured  without  sacrifice  of  rigid  scholarship,  as  is 
shown  by  the  emphatic  endorsements  of  eminent  authorities. 

4.  To  place  before  the  public  in  authentic  form  the  exact  status 
of  the  question,  the  publishers  print  a  series  of  testimonials  from 
prominent  professors  and  teachers,  representing  132  colleges  and 

'  452  schools.  The  latter  include  about  72,000  students.  These 
letters,  which  have  a  judicial  value  as  the  independent  judgments  of 
competent  and  disinterested  men,  pronounce  the  grammar 

"  Especially  suited  to  beginners."     ''  Brief  and  concise." 

"  Broad,  comprehensive,  and  complete."     "  Simple  and  clear." 

"Thorough,  accurate,  and  scholarly." 

"  Systematic,  scientific,  and  philosophical." 

"  Practical,  and  satisfactory  to  teachers  and  to  students." 

"The  best  extant."     {Se7td  for  the  circular.'] 

At  the  present  time,  inasmuch  as  the  grammar  has  no  longer 
igainst  it  the  natural  conservatism  of  the  schools,  and  the  no  less 
natural  prejudice  of  an  entire  corps  of  teachers  trained  in  the  methods 

I 


60 


LATIN    TEXT-BOOKS. 


Germania  and  Aqricola  of  Tacitus, 


Edite<i,  for  School  and  College  Use,  by  W.  F.  Allen,  Professor  of  Latin 
in  the  l^niversity  of  Wisconsin.  12rao.  Cloth.  142  pages.  Maihng 
Prino.  «;1.10;  Introduction,  $1.00. 


Clement  L.  Smith,  Prof,  of  Latin, 
Harvard  College  :  I  used  it  with  my 
class  last  year,  and  was  greatly 
pleased  with  it.  The  notes  are  all 
excellent,  and  clearly  expressed. 
(Oct.  9,  1881.) 


Edwin  Post,  Prof,  of  Latin,  De 
Pauw    Universitij,  Ind.:    It  is   the 
best  text  and  commentary  for  stu- 
dent use  that  I  have  ever  used. 
{Dec.  2,  18H1.) 


Remnants  of  Early  Latin. 

Chiefly  inscriptions.  Selected  and  explained,  for  use  in  Colleges,  by 
Frederick  D.  Allen,  Professor  of  Classical  Philology,  Harvard  Col- 
lege. Square  ICrao.  10()  pages.  Mailing  Price,  80  cents;  Introduction, 
75  cents. 

rV.ilE  object  is  to  bring  together,  in  small  compass  and  conven- 
-^     ieiit  shape  for  reading,  the  most  remarkable  monuments  of 
archaic  Latin,  with  enough  explanation  to  make  them  generally 
intelligible. 

Cicero  De  datura  Deorum. 

Libri  Tres,  with  the  Commentary  of  G.  F.  Schoemann,  translated  and 
edited  by  Austin  Stickney.  12mo.  Cloth.  348  pages.  Mailing  Price, 
$1.55;  Introduction,  $1.40. 


Tracy  Peck,  Prof,  of  Latin,  Yale 
College :  The  value  of  Schoemann 's 
edition  has  long  been  known,  and  I 
am  glad  that  so  careful  a  scholar  as 
Professor  Stickney  has  brought  it  to 


the  easy  reach  of  American  students. 
The  translator's  additions,  too,  seem 
to  be  thoroughly  helpful  to  a  nicer 
understanding  of  the  thought  and 
Latinity  of  the  original. 


Selections  from  the  Latin  Poets. 

With  Notes  for  Colleges.  Edited  by  E.  P.  Ckowell,  Professor  of  Latin, 
Amherst  College.  12mo.  Cloth.  300  pages.  Mailing  Price,  $1.65; 
Introduction,  $1.40. 

Q ELECTIONS    are   given  from  Catullus,   Lucretius,   Tibullus, 
-'"~^'    Tropertius,  Ovid,  and  Lucan,  with  a  sketch  of  the  life  an( 
ritings  of  each. 


John  K  Lord,  Prof,  of  Latin, 
Jjartmoutii  College :  The  selections 
indicate  good  taste  and  good  judg- 


ment, and  the  notes  are  well  adaptec 
to  their  proposed  end. 


I 

I 
I 

i 


* 


V/ 


\ 


y 


^E 


LATIN   TEXT-BOOKS. 


61 


yf  Brief  History  of  Roman  Literature. 

For  Schools  and  Colleges.  Translated  and  edited  from  the  German 
edition  of  Bender  by  Professors  E.  P.  Crowell  and  H.  B.  Richardson, 
of  Amherst  College.  Square  16mo.  152  pages.  Mailing  Price,  f  1.10; 
Introduction,  ^1.00. 

\  V  especial  excellence  of  the  work  consists  in  its  terse,  sugges- 
^  live,  and  admirable  characterizations  of  the  Roman  writers 
and  of  their  times.  It  contains  just  what  the  student  ought  to 
know,  and  suggests  much  for  the  teacher  to  enlarge  upon. 


W.  A.  Packard,  Prof  of  Latin, 
Princeton  College :  An  excellent 
compendium,  in  translating  and  edit- 
ing which  the  editors  have  done  a 
good  service. 


A.  Q.  Hopkins,  Prof,  of  Latin, 
Hamilton  College :  It  is  the  only  sat- 
isfactory manual  of  the  kind  for  the 
use  of  school  and  college  With  which 
I  am  acquainted. 


Questions  on  Ccesar  and  Xenophon. 


By  E.  C.  Ferguson,  Ph.D.,  Professor  of  Greek,  McKendree  College, 
Lebanon,  111.  12mo.  Cloth.  iv  + 283  pages.  Mailing  Price,  ^1.25;  for 
introduction,  Sl.12. 


\J 


'■  AMMATICAL  questions  on  the  first  book  of  Caesar  and  the 
lirst  of  Xenophon  with  references  to  the  grammars  for  the 
answers.  (Allen  &  Greenough,  and  Harkness  for  the  Latin ;  Good- 
win, Hadley,  and  Hadley-AUen  for  the  Greek.) 


D.  B.  King,  Prof,  of  Latin,  Lafay- 
ette, Coll. :  I  am  much  pleased  with 
the  general  character  of  the  ques- 


tions, and  have  no  doubt  that  the 
book  will  prove  very  suggestive  to 
many  teachers  and  to  students  as  well. 


Auxilia    V erg  Hi  an  a;    or,    First   Steps    in    Latin 

Prosody. 

By  J.  M.  Whiton,  Ph.D.    12mo.    Paper  cover.    Mailing  Price,  20  cents; 
Introduction,  15  cents. 

TNTENDED  to  facilitate  the  mastery  of  metre  and  rhythm  at 
the  very  outset  of  the  study  of  Latin  Poetry. 


)  A.  H.  Abbott,  Prin.  of  Little  Blue 
School,  Farmington,  Me.:  I  have 
(never  seen  elsewhere  Latin  prosody 


made  so  plain.    We  shall  at  once 
adopt  it. 


62 


LATIN    TEXT-BOOKS. 


Gii'if]  c£  Company's  Classical  Atlas. 

]^  A.  Keith  Johnston,  LL.D.,  F.R.G.S.,  aided  by  the  Rt.  Honorable 
W.  E.  Gladstone,  Prime  Minister  of  England.  Revised  in  1885  with 
the  co-operation  of  leading  British  and  American  scholars.  Mailing 
Price,  S2.J30 ;  for  introduction,  32.00.  See  full  description  under  the 
head  of  Geography. 


Classical  Wall  Maps. 


Engraved  by  W.  &  A.  K.  Johnston,  Edinburgh, 
prices,  under  the  head  of  Geography. 


See  the  list  and  the 


*?! 


^ 


LATIN    TEXT-BOOKS. 


no 

h  .1 


White's  Junior  Student's  Latin-English  Lexicon. 

By  the  Rev.  J.  T.  White,  D.D.  (Oxford),  Rector  of  St.  Martin's,  Ludgate, 
London.  Revised  edition.  Square  12rao.  662  pages.  Morocco  back. 
Mailing  Price,  S1.90;  Introduction,  ^1.75. 

White's  Junior  Student's  Latin-English  and  Eng- 

/ish -Latin  Lexicon. 

Revised  edition.  Square  12mo.  1053  pages.  Sheep.  Mailing  Price, 
$3.30;  Introduction,  $3.00. 


King's  Latin  Pronunciation. 


A  brief  outline  of  the  Roman,  Continental,  and  English  methods,  by 
D.  B.  King,  formerly  Professor  of  Latin  in  Lafayette  College.  12mo. 
Cloth.    24  pages.    Introduction  Price,  25  cents. 

The  Latin  Verb. 

Illustrated  by  the  Sanskrit.  By  C.  H.  Parkhurst,  formerly  of  Willis- 
ton  Seminary;  now  pastor  of  the  Madison  Square  Church,  New  York. 
12mo.    Cloth.   55  pages.    Mailing  Price,  40  cents;  Introduction,  1^  cents. 

SIGNED  to  familitmze  the  student  with  the  earlier  and  the 
later  forms,  to  show  how  the  latter  were  corrupted  from  the 
former,  and  to  introduce  the  student  to  comparative  grammar. 


Maduig 's  Latin  Grammar. 


Carefully  revised  by  Thomas  A.  Thacher,  Professor  of  Latin,  Yale 
College.  12mo.  Half  morocco.  515  pages.  Mailing  Price,  $2.50;  In- 
troduction, $2.25. 

T171I ATEVER  may  be  the  preferences  for  one  or  another  manual 
of  Latin  grammar,  the  scholars  of  the  country  agree  in  regard- 
ing this  as  of  the  highest  authority. 


H.  A  Frieze,  Prof,  of  Latin,  Uni- 
versUy  uj  Michi(/((n  :  As  a  grammar 
for  reference,  and  for  the  cultivation 


of  thorough  scholarship  in  Latin,  I 
think  it  unequalled. 


The  Adelphoe  of  Terence. 

Carl  Dziatzko's  Text.     Edited  with  stage  directions  by  Henry  Preblej 
Instructor  in  Latin,  Harvard  College.    Paper.    56  pages.    Mailing  Price,. 
30  cents;  for  introduction,  25  cents. 


White's  Junior  Student's  English-Latin  Lexicon. 

Revised  edition.    Square  12mo.    Morocco.    392  pages.    Mailing  Price, 
$1.65;  Introduction,  $1.50. 

/CONVENIENT  and  accurate  lexicons,  sufficiently  comprehensive 
for  the  use  of  junior  students,  and  sold  at  low  prices. 


The  Athenaeum,  London:  The 
accurate  scholarship  and  careful 
execution  by  which  the  work  is  dis- 
tinguished are  highly  creditable  to 
the  editor. 


The  Nation :  The  etymologies  are 
trustworthy,  so  far  as  we  have  been 
able  to  examine.  There  is  nothing 
so  good  elsewhere. 


An  Etymology  of  Latin  and  Greek. 

With  a  Preliminary  Statement  of  the  New  System  of  Indo-European 
Phonetics,  and  Suggestions  in  regard  to  the  study  of  Etymology.  By 
Charles  S.  Halsey,  A.M.,  Principal  of  the  Union  Classical  Institute, 
Schenectady,  N.Y.  12mo.  Cloth.  272  pages.  Mailing  Price,  $1.25; 
Introduction,  $1.12. 

rpmS  work  presents  the  subject  in  a  systematic  form,  on  a  new 
and  simple  plan,  giving  great  prominence  to  the  derivation  of 
English  words,  and  serviceable  as  a  class-book  and  for  reference. 
This  is  the  first  schoolbook  to  set  forth  in  English  the  new  system 
of  Indo-European  Phonetics. 


J  E"  Heinr.  Schmidt,  in  the  '^  Ber- 
liiLtr  liiiloloyische  Woclienschrift "  : 
This  work  is  characterized  by  a  very 
convenient  and  practical  arrange- 
lent.    It  holds  throughout  the  sys- 


tem of  etymology  founded  upon  the 
latest  phonetic  views.  It  would  be 
very  desirable  to  have  in  the  German 
language  such  a  book,  presenting  for 
beginners  a  clear  view  of  the  subject. 


" '  ■'"i-'.i;  .'ti  --I 


Latin  Text-Books. 


«^. 


Allen  &  Greenough  :  Latin  Grammar     .    .    . 

Latin  Composition 

Caesar  (four  books,  with  vocabulary) 

Sallust's  Catiline 

Cicero,  13  orations  (or  8  orations  with  vocabulary) 

Cicero  de  Senectute 

Ovid  (with  vocabulary) 

Virgil  (Bucolics  and  6  Books  of  the  .l^neid) 
Preparatory  Course  of  Latin  Prose 

Latin  Primer 

New  Latin  Method 

Introduction  to  Latin  Composition 

Latin  Reader . 

Latin  Lexicon 

Remnants  of  Early  Latin 
Germania  and  Agricola  of  Tacitus 
Essentials  of  Latin  Grammar      .    . 

Latin  Exercises 

Latin  Grammar  and  Exercises  (in  one  volume 
Selections  from  the  Latin  Poets 


Allen 


Blackburn 


Crow  ell 


INTROO.  PRICE. 
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1.40 


GINN&  Heath 
Halsey     .    . 

Keep     .    .  . 

King     .    .  . 

Leighton  .  . 

Madvig     .  . 

Parkhurst  . 


Crowell  &  Richardson  :  Brief  History  of  Roman  Lit.  (Bender)  1.00 

Greenough  .    Virgil :  —  ,  ^     .^  ,   •.,  tt      u  n         ,  a^ 

Bucolics  and  6  Books  of  -ffineid  (with  Vocab.)  .      1.00 

Bucolics  and  6  Books  of  JEneid  (without  Vocab.)     1.12 

Last  6  Books  of  ^neid,  and  Georgics  (with  notes)  1.12 

Bucolics,  ^neid,  &  Georgics  (complete,  with  notes)    1.60 

Text  of  Virgil  (complete) 75 

Vocabulary  to  the  whole  of  Virgil   . 

Classical  Atlas  and  Geography  (cloth) 

Etymology  of  Latin  and  Greek      .    . 

Classical  Wall  Maps  (tliree  or  more),  each 

Essential  Uses  of  the  Moods  in  Greek  and  Latin 

Latin  Pronunciation 

Latin  Lessons 

Latin  Grammar  (by  Thacher)      . 

Latin  Verb 

Parker  &  Preble  :  Handbook  of  Latin  Writing  .    . 

Shumway  .     .    Latin  Synonymes 

Stickney  .     .    Cicero  de  Natura  Deorum   .    .    .    ■ 

Tetlow     .    .    Inductive  Latin  Lessons 

Tomlinson    .     Manual  for  the  Study  of  Latm  Grammar 

White  (l.W.)   Schmidt's  Rhythmic  and  Metric      ... 

White  (J.  T.)    Junior  Students'  Latin-English  Lexicon  (mor.)    1.75 

English-Latin  Lexicon  (sheep) 1.50 

Latin-English  and  English-Latin  Lexicon  (sheep)  3.00 

Whiton     .     .     Auxilia  Vergiliana ;  or.  First  Steps  in  Latin  Prosody     .15 
Six  Weeks'  Preparation  for  Reading  Caesar    .      .35 

Copies  sent  to  Teachers  for  Examination,  with  a  view  to  Introduction, 

on  receipt  of  Introduction  Price. 

Sand  for  description  of  our  new  Illustrated  Caesar  (seven  books): 

GINN  &  C03IPANY,  Publishers, 

Boston,  New  York,  and  CmcAOO. 


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